Interrogating dilemmas in the primary level science classrooms in Ireland: Outreach and education

In this day and age, science has become economically very important. The European Union (EU) and different EU countries, such as Ireland, stress that science and technology graduates are fundamental for economical growth. Consequently, it is being stated the need for further action to encourage students to pursue science degrees [1], [2]. One way in which this is being pursued is through informal science programs, henceforth denominated as science outreach programs, designed predominantly by Universities and other organizations, e.g. Industry, for primary and second level students [3], [4]. Recent reports highlight the potential that science outreach can have in improving student engagement in science and also as a direct vehicle in assisting science education in the classroom [5], [6]. This valuable partnership between schools and science outreach providers [1] [7] cannot be overemphasized, and as such forms the basis of this research. This research aims to analyze the critical reflections and proposed solutions from both classroom teachers and science outreach practitioners, in response to dilemmatic cases that they face at primary level, when developing inquiry learning activities