In response to concerns that children may be switching off from science as early as the late primary years, and to inform its education strategy, the Wellcome Trust commissioned Queen's University Belfast and St Mary's University College Belfast to explore teachers' views and experiences of primary science, and recommend ways in which it could be improved.

The report found that approximately half of all primary teachers felt they lacked the confidence, background knowledge and training to teach science effectively. Confidence levels were closely linked to experience of professional development. Teachers who had had professional development in science were more confident in nearly all aspects of science teaching. Meanwhile, nearly a third of teachers felt making school science more relevant to students' everyday lives would be the best way to equip children with the 'science skills' they would need later in life.

Other issues included lack of financial resources, lack of time and in-class support, an overloaded science curriculum and large class sizes.

The report also highlights the need for greater collaboration between stakeholders across science education to ensure the needs of teachers in all schools are met.

The report makes several recommendations, including a call for primary teachers to be provided with more opportunities for career-long continuing professional development in science, for example through the new Science Learning Centres.

If future generations are to choose scientific careers and handle the issues raised by science and technology, those working in science education face difficult challenges. They will need to spark children's enthusiasm, develop their skills and understanding, and give them a sense of the relevance of science to their lives.