To date, the EEF have funded three randomised controlled trialsAn RCT is used evaluate an educational programme by assigning settings to one of two groups: the intervention group, who receive the programme or the control group, who continue with business as usual. This ensures that any differences in outcomes can be confidently attributed to the programme, providing a robust estimate of the impact and contributing to the evidence for what works in improving educational outcomes. related to Thinking, Doing, Talking Science, which was developed by Science Oxford and Oxford Brookes University in 2013.

Firstly, in 2013 – 14 an efficacy trial was conducted in 41 primary schools with Year five pupils, to ascertain whether the TDTScience approach, with teachers trained by the creators Helen Wilson and Bridget Holligan, was effective. It showed positive impact of three months’ additional progress in science attainment and a positive impact on pupils’ attitudes towards science.

Secondly, a larger scale effectiveness trial was undertaken in 2016 – 17 to see if the model could be replicated at scale, with other trainers delivering CPD sessions for teachers via a train-the-trainer model. This involved 205 schools and Year five pupils. This effectiveness trial showed no impact overall for science attainment and a positive impact on pupils’ interest in science and science self-efficacy.

Lastly, EEF funded a further effectiveness trial. This incorporated a pilot which focused on the train-the-trainer approach to understand if the model could be improved to ensure better fidelity and therefore maintain the effects seen during the efficacy trial, when the intervention was scaled up. In this re-effectiveness trial, the trainers completed a three-stage training programme.

This latest re-effectiveness trial conducted in 2021 – 24 found no evidence of impact on Year five pupils’ attainment in science or for those in receipt of FSM, and this result has a high security rating. However, pupils’ attitudes to science in TDTScience schools were positively impacted, compared to pupils in other schools. This suggests that TDTScience approaches and pedagogy can significantly improve pupils’ attitudes to science, without any negative impact on attainment. Teachers were overwhelmingly positive about the quality of the training, reporting improvements in confidence, lesson planning, and enjoyment of teaching science. Changes to their teaching practice in accordance with the TDTScience ethos were identified through lesson observations, surveys and noted by pupils themselves.

Analysis of the longer-term impact of TDTScience on pupils who received TDTScience teaching in Year 5, and then progressed into Year 6, showed no evidence of longer-term impact on science attainment, and no unintended impacts on attainment in Key Stage 2 English and Maths SATs. Teachers in both Year 5 and Year 6 reported their pupils engaged in and enjoyed science more, in comparison to pupils in the control groupAs part of a Randomised Controlled Trial (RCT), settings will be randomised into either the intervention or control group. Settings in the control group continue with their usual practices and help provide a comparison to measure the intervention’s impact. They are usually offered a monetary compensation as thanks for their contribution..

Surveys of Year 5 teachers in TDTScience schools reported that they were more confident in teaching science. Many aspects of the TDTScience approach continued to be implemented frequently within Year 5 science lessons by teachers in many intervention schools.

This project is co-funded by the EEF and the Wellcome Trust as part of our Improving Science Education grant partnership programme.

• 180 schools participated 
• East Midlands, Lancashire, Lincolnshire, North East, South West, Staffordshire, West Midlands, and Yorkshire.
• Schools had above average prevalence of pupils in receipt of free school meals (FSMs) at 30%.
• 80% of schools were rated OFSTED good or outstanding.

• In this effectiveness trial, primary teachers were trained in the TDTScience approach by accredited TDTScience trainers over four-and-a-half face-to-face CPD days. These were staggered throughout the school year, with gap tasks in between, for teachers to try out specific strategies and evaluate these in their own contexts. Teachers received a detailed physical and online resource pack to support delivery of the programme and a small amount of inexpensive science equipment.
• Teachers implemented TDTScience as intended, with high compliance and fidelity to the approach. Overall, barriers to implementing TDTS were minimal, with some teachers reporting the need to follow existing schemes of work, school culture, resources and/​or curriculum time.
• In the addendum report, teachers in TDTScience schools received no additional training beyond the first year of the evaluation of the main trial. Many aspects of the TDTScience approach continued to be implemented frequently within Year 5 science lessons. Teaching practice in Year 6 science lessons also differed, with intervention schools adopting aspects of TDTScience techniques and strategies.
  
• TDTScience training is available through the Primary Science Teaching Trust and Science Oxford. For further details go to https://tdtscience.org.uk/