Reiss, Michael; Bennett, Judith; Dunlop, Lynda; Compton, S; Glasspoole-Bird, Helen; Lubben, Fred; Turkenburg-van Diepen, Maria; (2023) A Systematic Review of Approaches to Primary Science Teaching. Endowment Education Foundation: London, UK.

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Abstract

Primary science is important for pupils as individuals and for society: amongst many other reasons, it can help children to understand and reason about themselves and the world, enable them to live healthy lives, and make informed choices (Harlen, 2018). It is important for society to have a scientifically literate population to respond to major social and environmental threats to human wellbeing such as climate change, food supply, pandemics and energy production (Royal Society, 2010). Concerns have been expressed by Ofsted (2023) amongst others that the status of science in primary schools has been lower since the removal of national tests in 2009, with pupils in some schools going an entire half term without learning science. England’s position in the grade 4 (age 10- 11) TIMSS (Trends in International Mathematics and Science Study) comparative tests, whilst above the average of participating countries, is outside the top ten (Mullis et al., 2020). It is therefore important to understand how to best organise, teach and assess primary science. Whilst several reviews have focused on identifying the effectiveness of specific approaches such as inquiry (Slavin et al., 2014), the purpose of this study was to review the effectiveness of different approaches to primary science teaching on a range of pupil outcomes.

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