Purposeful and effective practical work in primary school science

This project seeks to answer how purposeful and effective practical work is understood and enacted in primary school science in the UK.

Why this research is important

Science in primary schools provides the foundational skills of scientific enquiry. It shapes attitudes towards science and engagement for secondary school and beyond.

However, since statutory assessment of primary science was abolished in 2009, there has been evidence that science teaching has been deprioritised and attainment has suffered. There are also concerns about low uptake of science qualifications, underrepresentation of minority groups, and inequity in STEM education and the workforce.

Research suggests that the purposeful use of practical work is important to support effective science teaching, but that teachers across the UK lack confidence and clarity about the role and aims of practical activities.

Research methods

The research will have three stages:

1. A scoping review and analysis of academic literature, curricula and policy documents from each of the four UK nations, to identify features of effective and purposeful practical work in primary science.
2. A 15-20 minute online survey of approximately 200 primary science teachers and senior leaders. It will cover: participant and school characteristics; current practice in primary science; and pupil learning.
3. 40 interviews with primary science teachers exploring practice in more depth, and sourcing real-world examples of how practical work has been used in different classroom contexts.

The findings will be summarised for each nation and for the UK as a whole, to identify purposes and principles of practical work that would be applicable to any UK context.

Outcomes

The study will increase sector knowledge about the:

• influence and impact of practical work on children’s aspirations, attitudes and attainment
• range and diversity of ways in which practical work can be implemented
• principles of effective and purposeful practical work in primary science
• differences between practice and policy across the four nations of the UK.

The research will result in:

• a framework of key principles and recommendations
• best practice classroom examples
• actionable guidance for practitioners and stakeholders.

The outputs of the project will be of interest to teachers, science subject leaders, senior leaders, head teachers, governors, science consultants, Initial Teacher Educators, STEM organisations, the science learned bodies and UK policymakers.