Explicitly teaching scientific words that have another meaning in everyday life and showing how they can be used in different contexts can support primary school pupils’ (five- to 11-year-olds) science attainment, according to a new guidance report published today by the Education Endowment Foundation (EEF).
The first recommendation from the report outlines how primary science teachers can support pupils to develop their scientific vocabulary – focusing particularly on words that have another meaning in everyday life, like attract, repel, pole and force. The report also highlights the importance of teaching words that are common across several areas of science, as well as those that are specific to a particular topic.
The recommendation encourages teachers to plan when and how new terms and their definitions will be explicitly taught, as well as creating opportunities for repeated engagement with and use of new words over time. It also suggests building in opportunities to reinforce pupils’ science-specific vocabulary through spoken language, reading and writing.
The report, underpinned by a systematic review of the best available international evidence around effective primary science teaching practice, outlines six actionable recommendations to support teachers and school leaders to make improvements to their existing science provision. These include guiding pupils to work scientifically, and relating new learning to relevant, real-world contexts.
Each recommendation begins with a scenario that outlines a possible challenge faced by teachers, and includes models, worked examples and suggestions around what might work in the classroom.
A second recommendation highlights the importance of science teachers creating opportunities for pupils to explain and justify their thinking in science lessons, whether verbally or in written form. It adds that strategies that cultivate children’s reasoning and justification , such as using concept cartoons and peer discussions, can encourage them to recall, organise, and express their ideas – refining their understanding.
This report is the latest in a suite of EEF guidance reports that provide practical, evidence-based advice for improving key areas of teaching and learning, including feedback, professional development, and mathematics.
The EEF’s national Research Schools Network will work to help local schools in their region to build on the recommendations in today’s report and provide implementation support with further training and resources.
Professor Becky Francis CBE, Chief Executive of the Education Endowment Foundation, said:
School Standards Minister Damian Hinds said:
Mikaela Moore, Director of Learning of Primary Science for Delta Academies Trust and Primary Lead for SLP South and East Yorkshire, said:
Adie McAlister, Lower Key Stage 2 Leader at Haltwhistle Primary Academy and Science Leader for WISE Academies, said:
Nadia Moustapha, Science Lead at Billesley Primary School, said: