An overview of the evidence behind approaches to teaching science to 4-12 year olds

What is it about?

This is a review of research studies that have passed a certain quality threshold in terms of how they were conducted, and focus on science teaching in elementary/primary education. A key factor was that they had to have a comparison group which had not experienced the approach under investigation. Conclusions about effectiveness of different methods or programmes could then be drawn from the resultant rigorous evaluations.

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Why is it important?

It is generally recognised that science is important to society and the economy, and that countries need people to train as scientists, but that are some problems encouraging children to study the subject once it ceases being compulsory. There is also evidence that the early years of schooling are essential in forming attitudes and interest in science. So it is important to find engaging, effective ways of teaching it. 23 studies met the review criteria, suggesting that more research needs to be done in this area. The existing research suggests that methods which improve teachers’ classroom instruction throughout the year, such as cooperative learning and combining science with literacy, as well as helpful technology, have significant potential to improve science learning. The use of kits (resources for teachers regarding particular topics), which is popular in the US, was shown to have no impact on learning.