Who Benefits From Science Experiences Beyond the Teacher-Led?

Abstract A children’s rights-based approach to participatory research was used to explore the perceptions of children and young people in Scotland (1043 participants, aged 8–14) of science experiences beyond the teacher-led. Data was collected to understand how science experiences beyond the teacher-led can help children and young people learn and enjoy science more. This paper explores what has emerged from the data and considers who benefits from science experiences beyond the teacher-led. In particular, the data offers insight into the differences in experiences of children and young people, depending on whether they like or do not like learning science in school, and on their perceptions of their science abilities. This paper presents important considerations for policy makers and funders and for those working to encourage more children and young people to be involved in science, to improve scientific literacy and to encourage consideration of science-based careers.