A review of international research evidence on science attainment, has been undertaken by Oxford University academics and published by the Education Endowment Foundation and the Royal Society.
The review reveals strong evidence that study programmes that allow pupils to design experiments to test theories and the impact of things can develop scientific reasoning ability – one of the strongest predictors of success in the sciences.
As such, the report recommends that teachers guide pupils’ scientific reasoning by setting questions that can be investigated and getting them to design fair tests.
Furthermore, the review finds that literacy is a key barrier to science as it affects how well pupils can understand scientific vocabulary and prepare scientific reports. As such, interventions to improve reading comprehension could have a positive impact on science outcomes.
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