TDTS teachers reported using more practical work, discussion and thinking time, but little difference in confidence and no more literacy–numeracy linking¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? TDTS teachers reported using practical work, pair or small group practical work, whole class and small group discussion, problem solving, and giving pupils time to think more often than control teachers. → Pam Hanley 2015 (2) q2 i? Teachers who followed the approach did not report making more links between science and literacy and numeracy than control teachers, despite this being a project aim. → Pam Hanley 2015 (2)

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

Postal teacher survey with 33 responses from 20 intervention schools and 21 from 15 control schools; identical questions for both groups, findings described as indicative only. TDTS teachers reported more practical work, discussion and time to think; little or no difference for demonstrations or teaching facts.

"This suggests that TDTS prompted teachers to use more practical activities, promote more discussion among pupils, and give more time for reflection."

Pam Hanley 2015 (2)¶

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

Same postal teacher survey; this aim of the programme was not borne out in self-reported practice, with no reported increase in cross-subject linking relative to control teachers.

"One of the aims of the project was to encourage teachers to make more links between science, literacy and numeracy. However, teachers who followed the approach did not report making more links than those in the control group."

Discussion¶

Learner Variables¶

• Self-Efficacy — outcome: instruction changes it

Related Claims¶

• TDTS pupils reported having more discussions and doing less writing in science lessons, in line with the TDTS model — related
• 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