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Within this research study, a legally-robust children's rights-based methodology developed from the work of Lundy (2007) and Lundy and McEvoy (2011) was employed to explore children's perceptions of, and aspirations for, science learning beyond the teacher-led. Children were involved as coresearchers and research participants (subjects). They brought to the study expertise as children with contemporary experience in peer groups similar to 'people like them' (Murphy, Lundy, Emerson, & Kerr, 2013).
Children in a Scottish primary school formed a Children's Research Advisory Group (CRAG). The remit of the CRAG included advising on how best to engage with other children on the issues being researched (Lundy & McEvoy, 2011), identifying themes to be explored within the research by providing insight on issues relating to the research questions, co-designing the research instrument (Murphy, Kerr, Lundy, & McEvoy, 2010), data analysis and evaluation, a...
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