ABSTRACT
The science education for diversity project focuses on pedagogy rather than content, and recommends a variety of ways of making science more relevant and responsive to students’ interests and ideas, including the use of enquiry-based science education that develops an understanding of the process of science as one of shared enquiry. Primary school science can provide children with a range of concrete experiences of scientific phenomena on which to build a conceptual understanding of the subject. As the children talk the teacher will find it useful to listen to the dialogues. However, they should be aware that their intrusive presence will affect the way the children talk. In a report for the global network of science academies, Wynne Harlen expresses concern that students see science as a disconnected series of facts with very little wider meaning; uninteresting and irrelevant.
