Education Endowment Foundation:Thinking, Doing, Talking Science (re-grant)

Thinking, Doing, Talking Science (re-grant)

The Oxford Trust
Implementation cost
Evidence strength
Impact (months)
0
months
Independent Evaluator
American Institutes for Research
American Institutes for Research logo

Testing the impact of a programme that aims to make primary science more practical, creative and conceptually challenging

Pupils: 8966 Schools: 205 Grant: £780,045
Key Stage: 1 Duration: 2 year(s) 3 month(s) Type of Trial: Effectiveness Trial
Completed Dec 2018

Thinking, Doing, Talking Science (TDTS) is a professional development programme designed to improve Year 5 science outcomes by making science lessons more effective. Teachers are trained to develop and teach challenging lessons that incorporate more practical activities, deeper thinking and discussion, and enquiry-based learning.

In 2012, the EEF funded a trial of TDTS in 40 schools. Year 5 pupils whose teachers received five days of TDTS training over the course of a year were compared with Year 5 pupils whose teachers did not.

The TDTS pupils made three additional months’ progress, on average, in science, with a particularly positive effect for girls and pupils with low prior attainment. The programme appeared to have a positive impact on attitudes to science and there were also some indications that the approach was particularly beneficial for pupils eligible for free school meals.

Following these results, the EEF funded a larger evaluation of a new scalable version of TDTS. This second trial took place in 205 schools, with Year 5 teachers receiving the TDTS training over four days rather than five. It found no evidence of an impact on pupils’ science attainment, on average. However, among children eligible for free school meals, those in the TDTS schools made a small amount of additional progress in science. The trial also found evidence that pupil interest in, and self-efficacy towards, science increased

There were some important differences between the two models of TDTS – introduced to ensure the programme could be scalable – which might explain the different results. The second, larger trial used a different delivery model for the teacher training. Rather than doing the training directly, the programme developer recruited new trainers, who were trained to deliver the TDTS programme to teachers. The team delivering the teacher training were therefore doing so for the first time, unlike in the original, smaller trial. Teachers in the second trial also received four days of training rather than five, and funding for two additional days of preparation per teacher (in the form of cover costs) was cut

Given the positive attainment results from the first trial, and the promising outcomes for pupils eligible for free school meals in the second trial, alongside the positive impacts on attitudes, TDTS will remain on the EEF promising project list. The EEF will explore options for a scalable model that maintains the impact seen in the first trial. 

Teachers who received TDTS training reported confidence in their understanding of, and ability to apply, the strategies they had learned. They felt that those strategies required minimal extra time to implement.

Scope
Project type:Effectiveness Trial
Key stage:Key Stage 2
Subject:Science
Implementation
Delivered by:Teachers
Participant group:Whole Class
Intervention length:1
Cost
Cost per pupil:£29
No. of Teachers/​TAs:All Y5 teachers
Staff training duration:4