Resumen de "Scientists are not always right, but they do their best." Irish children's perspectives of innovations in science teaching and learning

Colette Murphy, Mary Mullaghy, Alice D'Arcy

• Research globally has shown that many children lose interest in science towards the end of primary school and throughout the post-primary phase. This article explores children's experience and views in Irish schools that have adopted innovative practices that aim to empower, excite and inspire children in science. One of these focuses on explicit teaching of the nature of science, using an inquiry-based science approach. The second involves a 25-week programme whereby scientists and primary teachers co-teach "rocket science" through games, experiments and challenges. Children's views are used to suggest some recommendations, which may help to improve their experience of science during transition from the primary to the post-primary phase.