The ‘Children as Engineers’ project brought together 10 primary Initial Teacher Training students and 10 Under-Graduate Engineering students to teach one of ten science based design challenges to 300 children in classrooms using the European ‘Engineer’ materials. The children were aged 10-12 yrs in mainstream mostly state provided schools. The students were given training, resources and support in planning using the ‘Engineer’ curriculum materials. They taught in pairs, one teaching student and one engineer in classrooms culminating in a conference where the children presented their findings to each other. The aim of the research was to create ‘Communities of practice’ (Lave and Wenger, 1991) to develop student teacher confidence in science subject knowledge, develop public engagement skills in the Engineering students as well as providing real positive role models for the children.

This project builds on the EU Framework 7 ‘Engineer’ project which developed curriculum materials and teacher training across Europe to teach science through an engineering context. This was in response to concerns about children’s attitudes to STEM careers (Rocard, 2007) . The ‘ Children as engineers’ project, supported by the UK Engineering Professor’s Council, intends to trial and develop a sustainable model that can used in Higher Education institutions across Europe.

The research will make use of the data to analyse and evaluate the success of the initiative with reference to gender responses, issues of confidence and science subject knowledge, teacher identity with science (Cripps and Clark, 2012) the response to real life role models on attitudes towards STEM subjects (Murphy and Beggs, 2009) as well as responses to the use of the ‘Engineer’ materials to provide a context to science learning (Engineer Project, 2014; EACEA, 2011).

Bibliography Cripps Clark, J, Groves ,S, 2012, Teaching primary science: emotions, identity and the use of practical activities Aust. Educ. Res. (2012) 39:463–475 EACEA P9 Eurydice, 2011, Science Education in Europe: National Policies, Practices and Research EACEA Engineer(2014) D6.5 Report on evaluation of project’s impact. Accessed at http://www.engineer-project.eu/public-deliverables/index.html Lave, J., & Wenger, E. , 1991, Situated learning: Legitimate peripheral participation. Cambridge university press. Murphy, C and Beggs, J (2003a) Children’s attitudes towards school science. School Science Review 84 (308) 109-116 Rocard, M. et al. , 2007, Science Education Now :A Renewed Pedagogy for the Future of Europe Brussels. Directorate General for Research, Science, Economy and Society.