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Science and Engineering Education Research and Innovation Hub (SEERIH)

Children in safety glasses conducting science experiments

Research projects

Our current research projects and associated reading.

  • School children at a science event

    Engaging disadvantaged learners in science learning (EYFS to HE)

    Including an innovative research and innovation study focused on improving science learning experiences for pupils across the Key Stage 2-3 transition, with an emphasis on exploring the implications for disadvantaged learners. This programme involves two leading high schools in Greater Manchester and their partnership primary schools, supported by The SHINE Trust.

    Watch an introductory video to explain the purpose and contents of Shining a Light on Inclusive Science Learning.

    Download the full report Shining a light on inclusive science teaching and learning (7-14 years), Dr Lynne Bianchi and Bryony Turford, May 2022
    Are We Doing Enough? Perspectives on disadvantage in the context of primary science learning, Dr Lynne Bianchi, Primary Science, Sept/Oct 2021.

  • Child in safety glasses doing a science experiment

    10 Key Issues in Children's Learning in Science

    This report presents classroom findings as seen through the eyes of primary science specialists. As such the information will be useful to a range of stakeholders, to inform of validated and cross-referenced realities and so stimulate debate across all parties committed to developing science in primary schools.

    The report invites stakeholders to reflect upon the findings and to consider the implications to their area of activity or focus.

    Download the full report: 10 key issues with children’s learning in primary science in England.

  • Children in safety goggles playing witch scientific equipment

    Being Focused: Monitoring the 10 key issues

    This report follows on to provide guidance to science teachers and senior leaders when monitoring teaching and learning in primary schools. The guidance informs the development of a range of approaches that form a cyclical process of evidence-informed and robust monitoring, towards improving children’s learning experiences in primary science.

    Read the full report: Being Focused: Monitoring the 10 key issues

  • Empty primary classroom with whiteboard

    Professional practice

    Developing the professional practice of teachers and students towards a thriving STEM workforce. Enabling reflective practice in educational settings. 

    A trajectory for the development of teacher leadership in science education (TOPD), Dr Lynne Bianchi, JES, 2018.

    What role can professional learning frameworks play in developing teacher agency in subject leadership in primary science? Sarah Earle and Dr Lynne Bianchi; Professional Development in Education, June 2021.

  • Stack of report papers

    Ofsted’s Research Review for Science

    Ofsted’s Research Review for Science is welcomed by the sector and has stimulated much discussion, debate and collaboration. This guidance is designed for teachers, senior leaders and professionals with an interest in how the review relates to primary science practice in particular.

    Download the full report: Response to the Ofsted Review for Science: guidance for primary schools.

  • Childs hand within dinosaur footprint

    QuSmart: developing children's scientific questioning

    Ofsted’s Research Review for Science is welcomed by the sector and has stimulated much discussion, debate and collaboration. This guidance is designed for teachers, senior leaders and professionals with an interest in how the review relates to primary science practice in particular.

    Download the full report: Response to the Ofsted Review for Science: guidance for primary schools.

  • two teachers walking down a school corridor

    Higher Education pedagogy projects

    STEM teaching and learning at Higher Education offers young people inspirational and meaningful opportunities to further their studies in a wide range of disciplines. Sharing knowledge about teaching approaches between teachers from different age-phases has shown to be beneficial in supporting students to engage actively in their learning. SEERIH contributes to The University of Manchester’s Teaching Academy and academic colleagues to innovate and share practice.

    Hear about Across the Divide which explored STEM teaching across primary, secondary and University.

    Mind the Gap focused on the issues and approaches to providing effective student feedback. 

  • Female child playing with child's engineering kit

    Engineering in primary schools

    Our engineering education work is undertaken in partnership with the Royal Academy of Engineering. We have pioneered the Tinkering for Learning pedagogical approach, which has unlocked many opportunities to engage young people in thinking and working as an engineer.

    Key publications include: Learning to be an Engineer; Tinkering for Learning; Progressing to be an Engineer and a scoping review. 

    Based on the Tinkering for Learning research, The Greater Manchester Engineering Challenge (GMEC) was designed to bring together primary and secondary school students and open up engineering through inspirational people and activities.

    Teachers and students developed the skills required to complete a key engineering challenge using the Engineering Design Process and Engineering Habits of Mind. Following the success of GMEC, the Engineering Educates Challenge was launched nationally in 2022.

    Watch the GMEC 2020 Challenge Day