Visibility of eTwinning Projects Group July 2026 Newsletter
Learning Physics in a different way For many students, physics is introduced for the first time during lower secondary education. At this stage, developing curiosity and confidence is often more important than memorising complex formulas or theoretical concepts. The " Action Reaction " project therefore adopted an inquiry-based approach that encouraged students to ask questions, observe carefully, test ideas, and draw conclusions from evidence. Each activity invited learners to become young scientists, exploring the laws of nature through situations they could easily recognise in their own homes and surroundings. Instead of simply receiving information from their teachers, students actively participated in constructing knowledge. They experimented with light, explored the effects of different forces, investigated electrical phenomena, and discussed their observations with international partners. This approach transformed learning into an enjoyable process of discovery while helping students develop a genuine appreciation for science.
International collaboration at the heart of the project One of the defining characteristics of eTwinning projects is international cooperation, and " Action Reaction " fully embraced this principle.
Students from Romania and Poland did not work separately on identical activities. Instead, they collaborated continuously, sharing ideas, asking questions, and solving challenges together. English served as the language of communication, allowing students not only to practise their language skills but also to develop confidence in expressing scientific ideas to an international audience.
Working with peers from another country helped students appreciate different perspectives and discover that scientific curiosity is a universal language capable of connecting young people regardless of nationality or cultural background. The partnership also provided valuable opportunities to learn about each other ' s schools, traditions, and daily lives, strengthening intercultural understanding alongside scientific learning.
The Challenge and Response method A particularly innovative aspect of the project was its " challenge and response " methodology. Instead of following traditional classroom exercises, students exchanged mystery science challenges with their partner school. Each team designed tasks that encouraged the other group to investigate specific physical phenomena. These challenges required observation, experimentation, discussion, and logical reasoning before students could formulate explanations.
Receiving a challenge from another country increased students ' motivation and engagement. They became eager to solve each mystery and equally enthusiastic about creating interesting
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