TDTS pupils reported more positive attitudes towards science, science lessons and practical work than comparison pupils¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Pupils in TDTS classes reported more positive attitudes towards science on the vast majority of measures, including believing it was important to learn science. → Pam Hanley 2015 q2 i? TDTS pupils were more favourable about practical work across all paired comparisons, looking forward to practicals and finding them fun. → Pam Hanley 2015

Evidence¶

Pam Hanley 2015¶

Pam Hanley, Robert Slavin, Louise Elliott. (2015). Thinking, Doing, Talking Science: Evaluation report and Executive summary. Education Endowment Foundation. http://www.isrctn.com/ISRCTN54969918

q2 · i? · causal · r2

Pupil attitude questionnaire (adapted from Kind, Jones and Barmby, 2007) analysed by paired comparison of school-level means across 19 matched school pairs; no effect sizes reported. In 16 of 19 pairs, importance of learning science was expressed more strongly in the intervention school.

"Pupils in classes following the approach reported having more positive attitudes towards science on the vast majority of measures, and were more likely to believe that it was important to learn science."

Discussion¶

Related Claims¶

• TDTS teachers reported more positive views of pupils' ability and engagement, and judged the approach beneficial across the ability range including pupils with special educational needs — related
• TDTS improved Year 5 pupils' science attainment by around three additional months' progress (effect size +0.22) in a clustered RCT — related
• FSM-eligible pupils made around five additional months' progress under TDTS (effect size +0.38), though this finding has lower security — related