SSR September 2016, 98(362) 55 Science during primary–secondary transition ‘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 and Alice D’Arcy ABSTRACT 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. Why is it, in spite of the fact that teaching by pouring in, learning by passive absorption, are universally condemned, that they are still so entrenched in practice? (Dewey, 1916: 6) It is 100 years since Dewey stated that most learning in schools by children was via transmission of knowledge from teacher to pupil, and called for education to be more grounded in experience. Today, Dewey’s concern is still an issue, especially for science learning. Research shows a global trend that many children lose interest in science as they reach the end of primary school and during the post-primary phase, resulting in fewer pupils studying science at senior levels. In this article, we focus on children’s experiences and their views of innovations in science learning in some Irish schools during the transition period. In Ireland, as in many other countries, there is a strong emphasis on children’s voice, particularly in relation to their health, wellbeing and education. There is also a zeitgeist for science and some interesting innovations in school science, both publicly and privately funded, which are attempting to make it more exciting, inspiring and enjoyable for children. What do children think? This article will illustrate how innovations in learning and teaching science can be effective in improving science learning for children as they move from primary to post-primary schools. Why listen to children? Apart from children’s rights to be heard and that their views should have influence on all matters affecting them (United Nations, 1989), research evidence shows that when children are afforded the appropriate conditions to express an informed view their ideas can form the basis for improved policy and practice (see United Nations (2009) for advice on engaging children in research). In addition, children interpret findings differently from adults (Murphy et al., 2013). For example, when shown a bar chart from research on children’s favourite subjects in primary school (Figure 1), adult researchers considered that only 10% children choosing science as their favourite subject was a ‘bad news’ story. The child research advisers to the study (aged 10–12 years, representing final year primary and first year post- primary schooling in England and Wales), on the other hand, suggested that, although all children like science, it is not their favourite – a very different story!