Improving primary science teaching: a new approach to teaching science in primary schools

ISRCTN ISRCTN54969918
DOI https://doi.org/10.1186/ISRCTN54969918
Secondary identifying numbers N/A
Submission date
14/08/2014
Registration date
13/10/2014
Last edited
07/12/2017
Recruitment status
No longer recruiting
Overall study status
Completed
Condition category
Other
Prospectively registered
Protocol
Statistical analysis plan
Results
Individual participant data

Plain English summary of protocol

Background and study aims
This study is being done to assess the effectiveness of a training course for primary school teachers in helping pupils do better at science. The project aims to make science lessons more challenging, more practical, and more interactive. Rather than teaching science as a body of facts to be learned, the approach emphasises ideas and the principles of scientific inquiry: how to ask good questions and design simple experiments to find out the answers.

Who can participate?
Primary schools in Oxfordshire.

What does the study involve?
The participating schools are randomly allocated to either the intervention group or the control group. Year 5 teachers in the intervention group schools receive four days of professional development training in ‘Thinking, Doing and Talking Science’, and later have time to work with colleagues to ensure the programme is being implemented effectively in their school. The aim is not to provide participating teachers with a set of ‘off-the-shelf’ lesson plans to be delivered in schools; rather it is to support them to be more creative and thoughtful in planning their science lessons. Previous research suggests that the programme has a substantial impact on children’s attainment in science. Teachers in schools in the control group carry on teaching science as usual and do not access the ‘Thinking, Doing, Talking Science’ resources (although they can participate in other science courses if they wish). The study also includes a survey on children's attitudes towards science and a questionnaire asking Year 5 teachers how they teach science.

What are the possible benefits and risks of participating?
Two teachers at each intervention group school receive professional development sessions in science teaching, and extra time to plan their science lessons. This opportunity is also given to two teachers at the control schools after the one-year trial period finishes. Schools also receive free resources.

Where is the study run from?
Institute for Effective Education, University of York (UK)

When is the study starting and how long is it expected to run for?
December 2012 to November 2015

Who is funding the study?
Education Endowment Foundation (UK).

Who is the main contact?
Dr Pam Hanley
pam.hanley@york.ac.uk

Study website

Contact information

Dr Pam Hanley
Scientific

Institute for Effective Education
Berrick Saul Building
University of York
York
YO10 5DD
United Kingdom

Email pam.hanley@york.ac.uk

Study information

Study designDelayed treatment clustered randomised controlled trial, with random allocation at school level
Primary study designInterventional
Secondary study designRandomised controlled trial
Study setting(s)Other
Study typeOther
Participant information sheet Not available in web format, please use the contact details to request a patient information sheet
Scientific titleImproving primary science teaching: a new approach to teaching Year 5 science
Study objectivesThe aim of the evaluation is to independently assess whether professional development, delivered through this project to two teachers in each school, leads to improved attainment in science (particularly in children’s thinking and reasoning skills in science) as well as benefiting mathematics and literacy.
Ethics approval(s)The Education Ethics Committee, University of York, 27/07/2012
Health condition(s) or problem(s) studiedScience education
InterventionTeachers in participating (intervention group) schools will receive four days of professional development training in 'Thinking, Doing and Talking Science', and will later have time to work with colleagues to ensure the programme is being implemented effectively in their school. The programme aims to share strategies for teaching science that will increase children's enthusiasm for the subject and at the same time raise their attainment.

In the schools in the control group, teachers will carry on teaching science as usual and not access the 'Thinking, Doing, Talking Science' resources (although they can participate in other science courses if they wish).
Intervention typeOther
Primary outcome measureAchievement scores on age-appropriate science tests designed to cover the relevant primary curriculum and address factual recall and thinking/understanding. The tests have been designed by drawing questions from standardised assessments (Russell, T. and McGuigan, L., published by CRIPSAT) across a range of science topics.

Schools were asked to administer first post-test measures between 9 and 23 June 2014.
Secondary outcome measuresPupil attitudes to science questionnaire based on Kind, P., Jones, K. and Barmby, P. , 'Developing Attitudes towards Science Measures', International Journal of Science Education, 29:7, 871 - 893.

Students will sit their KS2 SATs w/c 11/5/15 (second post-test stage).
Overall study start date01/12/2012
Completion date30/11/2015

Eligibility

Participant type(s)Patient
Age groupAdult
SexBoth
Target number of participants40 schools
Key inclusion criteriaYear 5 teachers at state primary schools in Oxfordshire, plus one colleague (preferably the science co-ordinator) in single-form entry schools so at least two teachers per school are involved. All Year 5 pupils in the 2013-4 academic year.
Key exclusion criteriaChildren who match the eligibility criteria but whose parents do not wish them to take part
Date of first enrolment01/12/2012
Date of final enrolment30/11/2015

Locations

Countries of recruitment

  • England
  • United Kingdom

Study participating centre

Institute for Effective Education
York
YO10 5DD
United Kingdom

Sponsor information

Education Endowment Foundation (UK)
Government

9th Floor
Millbank Tower
21-24 Millbank
London
SW1P 4QP
United Kingdom

Email info@eefoundation.org.uk
Website http://educationendowmentfoundation.org.uk/
ROR logo "ROR" https://ror.org/03bhd6288

Funders

Funder type

Government

Education Endowment Foundation (UK)

No information available

Results and Publications

Intention to publish date
Individual participant data (IPD) Intention to shareNo
IPD sharing plan summaryNot provided at time of registration
Publication and dissemination planNot provided at time of registration
IPD sharing plan

Study outputs

Output type Details Date created Date added Peer reviewed? Patient-facing?
Funder report results results No No

Editorial Notes

07/12/2017: Publication reference added.