Testing theories through experiments and trials is crucial for pupils to learn science and could improve results for disadvantaged pupils in primary and secondary schools, according to a new report published by the Education Endowment Foundation (EEF) and the Royal Society today.
Researchers from the Department of Education at the University of Oxford reviewed the best international research to identify the interventions and approaches for which there is evidence of a positive impact on young people’s learning outcomes, particularly those from disadvantaged backgrounds.
They found good evidence that the ability to reason scientifically – by testing hypotheses through well-controlled experiments – is a strong predictor of later success in the sciences and that programmes that allow pupils to design experiments that test the impact of one thing on another can develop this skill. Many effective programmes give teachers training to guide their pupils’ scientific reasoning by setting questions that can be investigated and getting them to design fair tests.
The researchers found that the strongest factor affecting pupils’ science scores is how well they understand written texts. According to the report, poor literacy skills can affect how well a pupil is able to understand scientific vocabulary and to prepare scientific reports. This suggests that strategies to boost disadvantaged pupils’ reading comprehension could have a positive impact on their achievement in science too. Read more