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National testing distorts science teaching in primary schools

North East education experts are calling for a new approach to science teaching in primary schools.

Researchers at Durham University say that national testing distorts the teaching of science and reduces opportunities to cultivate children’s natural curiosity. They also maintain that science must remain a core subject at primary level.

The Durham experts have authored one of two independent reports published this week 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 said: “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.”

This was posted in Bdaily's Members' News section by Ruth Mitchell .