Improving primary science teaching: a new approach to teaching science in primary schools
ISRCTN | ISRCTN54969918 |
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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
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 childrens 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
Contact information
Scientific
Institute for Effective Education
Berrick Saul Building
University of York
York
YO10 5DD
United Kingdom
pam.hanley@york.ac.uk |
Study information
Study design | Delayed treatment clustered randomised controlled trial, with random allocation at school level |
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Primary study design | Interventional |
Secondary study design | Randomised controlled trial |
Study setting(s) | Other |
Study type | Other |
Participant information sheet | Not available in web format, please use the contact details to request a patient information sheet |
Scientific title | Improving primary science teaching: a new approach to teaching Year 5 science |
Study objectives | The 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 childrens 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) studied | Science education |
Intervention | Teachers 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 type | Other |
Primary outcome measure | Achievement 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 measures | Pupil 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 date | 01/12/2012 |
Completion date | 30/11/2015 |
Eligibility
Participant type(s) | Patient |
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Age group | Adult |
Sex | Both |
Target number of participants | 40 schools |
Key inclusion criteria | Year 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 criteria | Children who match the eligibility criteria but whose parents do not wish them to take part |
Date of first enrolment | 01/12/2012 |
Date of final enrolment | 30/11/2015 |
Locations
Countries of recruitment
- England
- United Kingdom
Study participating centre
YO10 5DD
United Kingdom
Sponsor information
Government
9th Floor
Millbank Tower
21-24 Millbank
London
SW1P 4QP
United Kingdom
info@eefoundation.org.uk | |
Website | http://educationendowmentfoundation.org.uk/ |
https://ror.org/03bhd6288 |
Funders
Funder type
Government
No information available
Results and Publications
Intention to publish date | |
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Individual participant data (IPD) Intention to share | No |
IPD sharing plan summary | Not provided at time of registration |
Publication and dissemination plan | Not provided at time of registration |
IPD sharing plan |
Study outputs
Output type | Details | Date created | Date added | Peer reviewed? | Patient-facing? |
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Funder report results | results | No | No |
Editorial Notes
07/12/2017: Publication reference added.