Our framework is designed to help governors take a strategic view of what matters in their school.
This guide helps students to think about how research ethics applies to their own independent research projects.
Our recommendations for transforming primary science.
A framework to help school leaders and governors discuss ways to improve science and maths education.
A study exploring the features of successful science education interventions.
Our study identifies ten steps to maximise the success of engaging young people from disadvantaged backgrounds with informal science activities.
This report presents data from a series of surveys that explored how neuroscience is affecting education and learning.
We commissioned this study to understand more about how science and maths are led, managed and taught in primary schools in England.
This report looks at how research centres work with schools and the factors that encourage and hinder this work.
Guidance to help primary science leaders develop expertise in both teaching and leadership.
We commissioned two reports to examine and analyse the evidence on the provision of informal science learning and its value to science education.
Our code aims to improve how school governing bodies work, including how they set strategic direction and how they evaluate their own performance.
This report explores the importance of science, technology, engineering and mathematics in education.
This report presents the findings of an evaluation of Wellcome’s Camden STEM initiative, which provided funding to eight Camden schools to develop interdisciplinary projects.
We commissioned Roger Lock and colleagues at the University of Birmingham to carry out a study of the subject content of one-year postgraduate training courses for secondary science teachers.
Commissioned by Wellcome and carried out by the National Foundation for Educational Research, this report looks at young people's experiences of science education and how they could be enhanced.
The findings from the evaluation of the Darwin Education Initiative (Darwin200).
We commissioned the EPPI-Centre to examine why young people make the subject choices they do.
This report was commissioned by Wellcome to provide information on parents' and pupils' views of testing and assessment in science at key stage 2 (year 6).
We commissioned an extensive survey to find out what teachers think about continuing professional development.