We begin with Carol Davenport, Annie Padwick and Joe Shimwell, who describe their Me, You and Science Too (MYST) project to engage families with children aged 3 to 5 with story‐based science activities. In their article on Botanical Folk Tales, Lily Harper and Kathy Fawcett explain how their study using podcasts with undergraduates provides an example of the way that stories can help to reduce Plant Awareness Disparity, making adults like us take more notice of plants and consider how to support this in children. In the third article in this issue, Mason Kuhn and Marine Pepanyan explain the importance of opportunities to consider doubt in order to support argumentation in primary school science. In the practitioner perspective article, Zoe Crompton, Zoe Hulme, Christine Siddall, Zoe Tarry, Josh Harper, Lynne Bianchi and Grace Marson describe examples from a collaborative project to build pedagogical and curriculum bridges for supporting and smoothing the transition from primary to secondary school.