Accessibility statement

Thinking, Doing, Talking Science (TDTS)

The main goal of TDTS is to improve teachers' delivery of science lessons by introducing more, and higher quality, classroom talk as well as more investigations, problem-solving and practical work. It is anticipated that this will enhance Key Stage 2 (KS2) pupils’ higher order thinking skills and subsequently their outcomes in science.

This study has been designed not only to re-evaluate TDTS but also to inform scale-ups more generally, with particular reference to those using a train-the-trainer model. As such, the study has a substantial initial component that evaluates the train-the-trainers model for efficacy and fidelity of delivery. The trial will then focus on the training of the main trial teachers and the experience, attitudes and performance of their Year 5 pupils.

We aim to recruit 180 primary schools in six regions of England. In the main trial (2022/23) Year 5 teachers in schools randomised to TDTS will receive 4 one-day CPD sessions spread over the first two school terms of the academic year (2022/23) and a further half-day in the school summer term. The following ‘legacy’ year will follow a new Year 5 cohort of pupils to examine any effects of embedding of the TDTS practices. 

The primary outcome is expected to be a Science Knowledge Questionnaire being developed specifically for Year 5 pupils by the Centre for Industry Education Collaboration (CIEC) and York Trials Unit,  University of York. Pupils will also complete a Science Attitudes Questionnaire.

More information about the trial can be found here.

TDTS Privacy Notice: How we use your research data



Funder: Education Endowment Foundation (EEF)
Start Date: December 2019
End Date: March 2025

EEF Education Endowment Foundation Lojo