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Education Endowment Foundation
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Thinking, doing, talking science: evaluation report and executive summary - June 2015
Published in June 2015. Thinking, doing, talking science (TDTS) is a new approach to primary school science that aims to make lessons more conceptually challenging, more practical, and more interactive. The IEE has been involved with a randomised controlled trial to evaluate its effectiveness, and this has shown that the approach appears to have a positive impact on attainment, as well as a positive impact on pupils’ attitudes to science, science lessons, and practical work.
The trial involved 41 schools in England. 655 Year 5 pupils from 21 schools received the intervention, and the other 20 schools acted as a control group. Their teachers received four days of professional development across 18 months, with training in a repertoire of TDTS strategies aiming to encourage pupils to use higher order thinking skills. For example, pupils are posed ‘Big Questions’, such as ‘How do you know that the earth is a sphere?’ that are used to stimulate discussion about scientific topics and the principles of scientific enquiry. The teachers were also given time to work on TDTS with colleagues.
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