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Science and Engineering Education Research and Innovation Hub (SEERIH)

Group of children blowing bubbles at a science event


Read our range of useful journals, articles and reports.

A response to the Ofsted Finding the Optimum report – Jane Turner, Prof Lynne Bianchi, Dr Sarah Earle, May 2023

Ofsted’s Finding the Optimum: science subject report was published in February 2023. This guidance provides reflections on the report through a primary science ‘lens’.

Shining a light on inclusive science teaching and learning (7-14 years) - Dr Lynne Bianchi and Bryony Turford, May 2022

Bridging the primary and secondary transition by tackling educational disadvantage in the science classroom. A report on the Smarter Choices Project by the Science & Engineering Education Research and Innovation Hub (The University of Manchester) supported by the SHINE Trust and the Comino Foundation.

Response to the Ofsted Review for Science: guidance for primary schools – Jane Turner, Dr Lynne Bianchi, Dr Sarah Earle, March 2022

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.

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

This paper argues that frameworks for teacher professional learning offer theoretical models that can enhance teachers’ agency in their own development.

The 10 Key Issues with children’s learning in primary science in England - Dr Lynne Bianchi, Christina Whittaker & Amanda Poole, March 2021  

This report identifies the issues impacting on children’s learning experience within the primary science curriculum in England. 

Exploring ways of defining the relationship between research philosophy and research practice - Dr Lynne Bianchi; the Journal of Emergent Science, Issue 20, Page 32, January 2021 

This article examines the relationship between research philosophy and research practice in science education settings and aims to explore the process of constructing a research frame, rather than the contents of the frame itself. 

A scoping literature review of learning progressions of engineering education at primary and secondary school level - Dr Lynne Bianchi & Dr Amy Bonsall; the Journal of Emergent Science, Issue 18, Page 29, January 2020

This scoping literature review was undertaken to enhance the understanding of how teachers can be supported to plan for progression in engineering education in primary and secondary schools in England. 

Children’s scientific question-asking – An initial scoping of academic literature -  Dr Lynne Bianchi & Dr Amy Bonsall; the Journal of Emergent Science, Issue 18, Page 29, January 2020 

As questioning is a foundational habit of mind of scientists, this article sets out to scope the academic literature that addresses the nature of children's scientific question-asking. 

A trajectory for the development of teacher leadership in science education - Dr Lynne Bianchi; the Journal of Emergent Science, Issue 12, Page 72, January 2017 

This theoretical paper presents the Trajectory of Professional Development (TOPD) as a conceptual model for teacher continuous professional development (CPD), offering insight into the nature of professional progression. 

‘Across the Divide’: Developing professional learning ecosystems in STEM education - Dr Deborah Ralls, Dr Lynne Bianchi & Dr Sophina Choudry; Research in Science Education, Volume 50, Issue 6, Page 2463, December 2018 

This paper reports the findings from a cross-sector research project designed to question how the development of university-school partnerships can influence university academics’ pedagogic practice in Science, Technology, Engineering and Mathematics (STEM).

Tinkering – a pedagogy for engineering education in the primary school? - Dr Lynne Bianchi & Dr Jon Chippindall, Sixth International Symposium for Engineering Education: Interdisciplinary Engineering – Breaking Boundaries, Session 8, Page 199, July 2016 

This paper reports on the findings of a curriculum development project involving primary and  secondary school teachers in developing engineering education practices in primary classrooms. 

Primary science journal articles published by the ASE

Are we doing enough? Perspectives on disadvantage in the context of primary science learning - Dr Lynne Bianchi; Primary Science, Issue 169 “Diversity in science”, Page 20, September 2021 

Lynne Bianchi inspires thinking about supporting 'disadvantaged' learners in primary science. 

The right CPD for the right teacher at the right time - Bryony Turford & Dr Lynne Bianchi; Primary Science, Issue 167 “Science in the humanities”, Page 28, March 2021 

Bryony Turford and Lynne Bianchi consider the role of the Network Guardian – a new approach trialled to gauge the depth of impact of professional learning. 

Great Science Share for Schools special edition  - Dr Lynne Bianchi & multiple authors; Primary Science, Special Issue 165 “Great Science Share for Schools”, January 2021 

This special issue of 'Primary Science', sponsored and provided by the Great Science Share for Schools, highlights some of the adaptations made in 2020 and how the GSSfS maintained its success despite the challenges of an exceptional year.  

ExtraOrdinary Spaces: engaging pupils with real-world engineering - Rose Edmondson; Primary Science, Issue 163 “A different world?”, Page 21, June 2020 

This article outlines how children and teachers are engaged in GMEC 2020, a hands-on engineering challenge to enrich their STEM learning. 

No substantial differences ...that's great! - Dr Lynne Bianchi; Primary Science, Issue 162 “Habitats and Ecology”, Page 33, March 2020 

Lynne Bianchi describes the impact of the Great Science Share for Schools. 

SEERIH biennial report (2018-2020)

The SEERIH biennial report reflects on the impact and influence SEERIH has had through its programmes over a two-year period.