Cutting-edge science research and its impact on primary school children’s scientific inquiry: Practitioner–Researcher Article

Tim G Harrison; Dudley E Shallcross; Alison J. Trew; Lucy Bird; Paul  Tyler; Craig Early; Rebecca Ellis; Julia Nash; Catherine Pemberton

Cutting-edge science research and its impact on primary school children’s scientific inquiry: Practitioner–Researcher Article

Tim G Harrison, Dudley E Shallcross^*, Alison J. Trew, Lucy Bird, Paul Tyler, Craig Early, Rebecca Ellis, Julia Nash, Catherine Pemberton

^*Corresponding author for this work

Research output: Contribution to journal › Article (Academic Journal) › peer-review

Abstract

Cuttingedge science research can provide incredible stimulus to primary school children’s emergent ideas in science. Devising science investigations that are allied to this cuttingedge science research helps to contextualise research. In this paper, we describe the methodology used to write articles for a primary school audience and some preliminary observations of class activities and responses.

Original language	English
Pages (from-to)	40-44
Number of pages	5
Journal	Journal of Emergent Science
Volume	17
Publication status	Published - Jul 2019

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Harrison, T. G., Shallcross, D. E., Trew, A. J., Bird, L., Tyler, P., Early, C., Ellis, R., Nash, J., & Pemberton, C. (2019). Cutting-edge science research and its impact on primary school children’s scientific inquiry: Practitioner–Researcher Article. Journal of Emergent Science, 17, 40-44. https://www.ase.org.uk/system/files/Trew%3ABird%3AEarly%3AEllis%20et%20al.pdf

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Cutting-edge science research and its impact on primary school children’s scientific inquiry : Practitioner–Researcher Article. / Harrison, Tim G ; Shallcross, Dudley E; Trew, Alison J.; Bird, Lucy; Tyler, Paul ; Early, Craig; Ellis, Rebecca; Nash, Julia; Pemberton, Catherine.

In: Journal of Emergent Science, Vol. 17, 07.2019, p. 40-44.

Research output: Contribution to journal › Article (Academic Journal) › peer-review

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AU - Nash, Julia

AU - Pemberton, Catherine

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JO - Journal of Emergent Science

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