Kiel University chemistry education professor outlines how to encourage and inspire science teachers and students

By Timothy Spence

Getting students interested in chemistry should not be difficult — exploring how substances interact and transform gives you a better understanding of how the world works, satisfying your curiosity and providing a sense of discovery. The challenge lies not in the subject itself, but in how it is taught and its immediate relevance to students.

For Ilka Parchmann, a professor of chemistry education in Kiel, Germany, keeping children curious involves helping them understand why they are learning. Hands-on experiences are key. “Students need to have a ‘wow’ moment — wow, I did it, I solved it,” explains Parchmann. “When they see that they can apply what they have learned and solve a task, they see why what they are learning is relevant. These are things that can be done, but they are not done that often in the classroom.”

Besides teaching at Kiel University and heading the Department of Chemistry Education at the Leibniz Institute for Science and Mathematics Education (IPN), Parchmann is an ambassador for Science Comes to Town (SCTT). Supported by the European Commission, this initiative aims to make science more accessible to communities and encourage young people to pursue science education and careers.

For Parchmann, SCTT embodies the essence of science education. “It is a wonderful way to raise more people's interest and awareness of why science is so important, and how we can experience science in a good way. This is what we need in good science communication and education.” She also values the cooperation with other countries that is embedded in SCTT. Kiel, along with fellow SCTT host cities Brest (France) and Split (Croatia), are home to top universities and research institutions working to showcase science’s role in society and foster European collaboration.

SCTT is also timely. Europe aims to turbocharge research, innovation and competitiveness amid global uncertainty, and education in science, technology, engineering and maths (STEM) is crucial to those efforts. Yet recent studies show troubling trends: student performance in STEM subjects is declining, contributing to shortages of qualified workers in skilled jobs and health care.

Germany’s Education and Training Monitor 2025 reveals the scale of the issue in Europe’s economic powerhouse: the share of low-achieving 15-year-olds rose from 17% to nearly 23% from 2015 to 2024, surpassing the 15% target for 2030. Many European countries also face acute shortages of science teachers, especially in secondary education, while concerns about gender imbalance in some scientific fields add another layer of urgency.

Rethinking science education

Parchmann believes tackling these challenges requires rethinking traditional education models. One issue is structural: in Germany, students must decide at the start of their university studies if they want to become teachers. This limits flexibility for science students who might want to transition to education. Another challenge is the country's heavy reliance on homework in primary and secondary education, which can disadvantage students without strong support systems at home.

Universities can play a key role in identifying and sharing solutions, Parchmann says, and learning early how to cooperate across disciplines and career pathways can build future networks. She and her colleagues at Kiel's Institute of Human Nutrition and Food Science have tested this approach by linking their courses in food science and teacher education — a win-win situation for the students. "They can both experience the joy of science, but also the joy of teaching and learning,” Parchmann explains.

In addition, the university has opened a study programme for students who started in science and only later wish to choose the teaching track. “We might not get enough 18-year-olds to say this is my dream, to become a science teacher,” Parchmann says. "But we need good programmes to support chemists and other career scientists to transition to education. This is a way to get qualified teachers with on-the-job experience and professional teacher training who are eager to share their knowledge with students.”

School teachers themselves can improve their knowledge through cooperation with practising scientists, inspiring them to design lessons that are more in sync with current scientific developments. “The needs and demands of the professions are often not well known to science teachers, so they don't really know how to best prepare the students for careers in STEM,” Parchmann notes, adding that such collaborations "can give the young generation an idea of careers in science and keep them engaged in developments that affect their own future.”

Promoting learning outside class

Parchmann’s passion for chemistry began with a simple classroom experiment: heating sulphur and watching it change colour and consistency. “That was one of the first things that made me really curious,” she recalls. “I wanted to grasp what was going on.” Encouraging teachers and supportive parents also played a role in her career trajectory.

Not all children have such advantages. But Parchmann stresses that mentoring and opportunities to see science in action can make it feel relevant, helping students of all backgrounds stay motivated. “Extracurricular activities and learning groups can be a real benefit for students who do not, for example, have parental support for whatever reason,” she says, adding that such programmes are especially important in secondary schools, where interest in science often wanes.

Perception also affects student retention in science classes, with chemistry often having negative associations. This is why an initiative, such as SCTT, is important, because it makes science accessible to wider audiences, Parchmann notes. "We need to address some of the stereotypes about chemistry that it is dangerous and show its tangible benefits to society,” she adds. "Science Comes to Town offers a wonderful way to raise more people's interest and awareness of why science is so important, and how we can experience science in a good way.”

Science|Business, which connects policymakers, academics and industry through its news reporting, analysis and events, is an SCTT partner.