Hanley, Pam, Slavin, Robert and Elliott, Louise (2015) Thinking, Doing, Talking Science: Evaluation report and Executive summary. Research Report. Education Endowment Foundation, London.

Thinking, Doing, Talking Science (TDTS) is a programme that aims to make science lessons in primary schools more practical, creative and challenging. Teachers are trained in a repertoire of strategies that aim to encourage pupils to use higher order thinking skills. This project sought to assess the impact of the programme on the academic outcomes and attitudes towards science of Year 5 pupils. 655 pupils from 21 schools across England completed the project. Participating schools followed the programme for the entirety of the 2013/14 academic year. A further 20 schools formed a randomised comparison group and did not receive training in the approach until the following year. Thinking, Doing, Talking Science appeared to have a positive impact on the attainment of pupils in science. Overall, Year 5 pupils in schools using the approach made approximately three additional months’ progress. The programme had a particularly positive effect on girls and on pupils with low prior attainment.


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