This paper explores the perceived effectiveness
of teacher training covering inquirybased science
learning for primary school children in England.
Teachers who initially took part in teacher training
between 2011 and 2013 as part of the FP7 project
PriSciNet were interviewed during spring and
summer term 2014; teachers were asked to reflect
on their students’ reactions and engagement.
Teachers’ responses were thematically analysed,
and the implications are discussed within the context
of longerterm implications of primary science
education on girls’ attitudes and aspirations in
science across their subsequent educatio
