Saturday, January 12 • 11:40am - 12:40pm
Thinking, Doing, Talking Science (149)

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We will be sharing the results of, and a range of strategies from, our latest Education Endowment Foundation-funded project (2016-18), involving over 10000 pupils. This was a scaled-up version of the original, successful efficacy trial (2012-15), this time using a 'train the trainer model'. Once again it has been proven that the Thinking, Doing, Talking Science way of teaching improves pupils' attitudes to the subject. In addition, their self-efficacy increased which has been shown to be an important indicator for future engagement in science. However, in this scaled up model, we did not replicate the impact on the pupils' attainment in a science test. We will be reflecting on these outcomes and possible lessons for the future. We will also share our plans for the future and our model for working with partners to allow more schools to benefit from the programme.


Catherine Aldridge

Catalyst Learning and Communication Ltd
avatar for Bridget Holligan

Bridget Holligan

Director of Education & Engagement, Science Oxford
I am the founder, with Helen Wilson from Oxford Brookes University, of the Thinking, Doing, Talking Science (TDTS) CPD programme for primary teachers. TDTS has been shown, via independent evaluation funded by the Education Endowment Foundation, to have a positive impact on pupils... Read More →
avatar for Helen Wilson

Helen Wilson

Affiliate Lecturer Science Education, Oxford Brookes University
I am one of the developers of the Thinking, Doing, Talking Science project. My research is focused on the links between the encouragement of pupils' higher order thinking in science lessons and their engagement and attainment.

Saturday January 12, 2019 11:40am - 12:40pm
Arts 127 (Lecture Room 3)