Magic for entertainment can be defined as a performance art based upon demonstrating phenomena seemingly impossible according to science. In school, science teachers need to engage learners and convince them of the merits of science and technology. Magical entertainment and science appear incompatible, one involving honest deceit and the other the quest for knowledge about reality. Historically, all forms of magic and science were once conjoined by those who practiced Alchemy. A modern-day Alchemy fusing Science and Magic for entertainment has the power to engage school age learners, helping them to develop and remember science concepts [1] [2] .

The author has worked in teacher education since 2007 and was previously a secondary school science teacher for twenty-seven years. He is also a third-generation magical entertainer and member of The Magic Circle, whose parents and grandparents were full time professional magicians.

Arising from his own use of magic and illusion in science lessons, the Alchemy Lecture materials arose from materials and activities that evolved during several education projects and delivered activities, sessions and lectures to a variety of audiences of differing ages and interests. So far these have included enrichment activities for primary school science learners, examination revision sessions for secondary school learners, science outreach projects for secondary learners in deprived areas, creativity in science sessions for pre-service teachers, and entertainment and interest lectures for magician organisations and science professional bodies.

The Alchemy Lecture materials can be organised according to several themes according to audience age range and interests although all themes can be amended to enable all to access and engage with its activities.

The themes are:
- The history of alchemists: what science and natural magic had in common and why it couldn’t last.
- Scientific and technological explanations for supernatural phenomena in history.
- Magical illusions with explanations to be found in school science and mathematics curricula.
- Using magic illusions to help develop science concepts.
- The chemistry of pyrotechnics.
- Paranormal research, sceptics and the partnership between scientists and magicians.

These pedagogical approaches to science learning will be discussed in the proceedings paper and selected interactive examples shared in the presentation.

References:
[1] Rudnick, D., & Boesdorfer, S. B., “Use of magic tricks as analogies in the science classroom” European Journal of Mathematics and Science Education, 5(2), pp. 105-120, 2024 https://doi.org/10.12973/ejmse.5.2.105
[2] Wiseman R, & Watt C., “Conjuring cognition: a review of educational magic-based interventions.” PeerJ, 8:e8747, 2020 https://doi.org/10.7717/peerj.8747

Keywords: Magic, mentalism, illusion, science learning, engagement, motivation, problem solving, alchemy, concept development, creative thinking.