Talk, peer collaboration and exchanging ideas significantly contribute to a child's conceptual understanding in science (Howe, McWilliam and Cross, 2005). Dialogue helps children to clarify their thinking and to develop their capacity to reason, which are crucial scientific process skills (Mercer et al., 2004). One very effective way of supporting such interaction is by using puppets (Simon et al., 2008). Studies have also shown that using puppets in primary science increases pupils' engagement and motivation (Naylor et al., 2007). To take advantage of this, this innovative teaching methodology was introduced into primary science teaching in Ireland, investigating the use of puppets and their impact on children's learning. We worked with 46 pre-service primary teachers (PPTs) and 11 class teachers (CTs) in primary schools around Ireland.