Primary Science: an exploration of differential classroom success

Abstract

Data from the Performance Indicators in Primary Schools (PIPS) project were used to compare the relative success of different classes in science in the National Curriculum towards the end of Key Stage 2. Explanations for the differences were sought in two ways, first in terms of the difference in the cognitive spies of teachers and pupils and secondly in terms of the training in and attitude towards the teaching of science of the class teachers. Primary teachers were found to be considerably less confident about teaching science than about teaching reading or mathematics and this lack of confidence was significantly related to the ‘value added’ scores of their classes. No evidence was found for a relationship between the degree of mismatch between the cognitive styles of the pupils and teachers and ‘value added’ scores. These findings are interpreted as emphasising the importance of high‐quality science in‐service training for primary teachers and the need for sensitive approaches to appraisal and inspection in this vital area.