Teacher experience of a pandemic science intervention rooted in epistemic insight

The COVID-19 pandemic greatly reduced students’ capacities to engage in hands-on ‘enquiry’ science. But even before the pandemic, teachers and researchers were questioning the
value and purpose of practical science. This article describes a project that imagined and then tested two answers. It imagined that the answer is to give every child their own unique experience of working scientifically. And it imagined that the answer is to help students to understand the role of science in helping humanity to ask and explore ‘big questions’ that bridge science, religion and the wider humanities – and so stretch across more than one subject discipline in school. The data analysed focuses on teachers’ accounts of their experiences co-creating and delivering the project.