Science in English Primary Schools: Trends in Attainment, Attitudes and Approaches

Tymms, P.; Bolden, D.S.; Merrell, C.

Abstract

We review trends in attainment, attitudes and approaches to science education in English primary schools over time. We focus on the primary age range 5–11 years and look at evidence of children’s attainment levels and attitudes towards science over the last 50 years. Where possible we develop descriptions of what children know and can do in science as they move through these primary years. This is linked to changes to the curriculum and to the way in which science and science-related activities have been approached in the classroom. Our review considers the international evidence from the Trends in Mathematics and Science Study (TIMSS) and similar studies that throw light on England’s standing against other countries and how that has changed over time. We also review the ways in which teachers perceive science and whether those perceptions have changed over time. Trends of pupils opting for science courses in secondary school are briefly mentioned. We conclude by relating the findings to some government initiatives and discussing implications for the future.

Citation

Tymms, P., Bolden, D., & Merrell, C. (2008). Science in English Primary Schools: Trends in Attainment, Attitudes and Approaches. Perspectives on education (London), 19-42

• Journal Article Type: Article
• Publication Date: Sep 1, 2008
• Deposit Date: May 30, 2012
• Publicly Available Date: Jun 13, 2012
• Journal: Perspectives on education : primary science
• Publisher: Wellcome Trust
• Peer Reviewed: Peer Reviewed
• Issue: 1
• Pages: 19-42
• Publisher URL: http://www.wellcome.ac.uk/About-us/Publications/Reports/Education/Perspectives/