This open access article by member Dr Stephen Hendry (in the Association of Science Education School Science Review No.383) reflects on the impact of delivering career-long professional learning (CLPL) to Scottish primary teachers (teaching pupils aged 5–11 years), in the context of the climate emergency. It draws on teachers’ reflections, while recommendations include building primary teachers’ confidence in implementing practical science activities in collaboration with outside groups. The focus is on encouraging pupils to act on the climate emergency, to lay the foundations for secondary climate education.

Published On: 09.02.22|Tags: , , , , |

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