News

National testing distorts science teaching in primary schools

(23 September 2008)

Prof Peter Tymms

Durham University education experts are calling for a new approach to science teaching in primary schools.

They say national testing distorts the teaching and reduces opportunities to cultivate and harness children’s natural curiosity – but maintain that science must remain a core subject at primary level. The Durham experts have authored one of two independent reports published today (Tuesday, September 23) by the Wellcome Trust. Both reports highlight widespread concern about the negative impact of national testing on young people’s enjoyment and understanding of science. The other report is by the University of Bristol. The Durham report, authored by Professor Peter Tymms and colleagues at the University’s Centre for Evaluation and Monitoring, looks over the past 60 years to pick out trends in primary science teaching and draw conclusions about the future. Prof Tymms says new approaches to primary school science must be developed: “We suspect that the current national approach to science in primary schools is not impacting on children’s scientific thought and curiosity as much as is possible. “Despite the pass rates in public examinations later in secondary school, research suggests few students acquire a proper understanding of the science curriculum. “The purpose of science in primary school should be to foster a sense of curiosity and positive attitudes in the young child. It should also guide the child in solving problems to do with the physical, natural and human worlds. “There is now a strong argument for reconsidering the approach to science in English primary schools, and for doing this in a systematic, evidence-based way.” Clare Matterson, Director of Medicine, Society and History at the Wellcome Trust, says: “These reports both examine more than half a century of evidence on the teaching and learning of science in primary schools and both reach the same conclusion – science needs to be at the heart of primary education, but it is being let down by the current national accountability system. “The Wellcome Trust commissioned this pair of Perspectives from experienced and respected education researchers to raise debate about national testing in primary science, and to ensure that future policies can be based on facts. That is the only way we can reach a rational, successful and sustainable approach to science education.”