Press release

GCSE science is a model of success: reform with caution, warn experts

3 September 2013

England’s secondary schools deliver a world class science education, and proposals to reform the system which should build on that success could derail it instead. This is the message from the National Foundation for Educational Research (NFER) in a new paper published on its website today which seeks to debunk the myth that England does not perform well in this core subject.

Data from the most recent Trends in Mathematics and Science Study (TIMSS), shows that England strikes an important balance between high achievement and positive pupil attitudes when it comes to science, which many of the highest performing countries do not. It is critical, therefore, that in designing the criteria for the new GCSEs that we do not rush to dismantle what is good.

Authors Dr Newman Burdett and Harriet Weaving, both experts from NFER’s Centre for International Comparisons, argue that instead, reform should be carefully considered in light of our system’s strengths, using an evidence-based approach.

Evidence from TIMSS shows we are good at:

Coupled with relatively high achievement in science and our students’ strength in using that knowledge, this evidence shows England is actually achieving a ‘rare hat-trick’ with its science education: achievement, skills and engagement. However, the planned changes to science GCSE largely overlook this evidence in a bid to make the qualification ‘more challenging’, and thereby risk dampening many young people’s enjoyment of the subject - a crucial ingredient in achievement.

Dr Newman Burdett said: ‘The problem with making a specification more challenging is not to make it just a ‘slog’ that will deter both the brightest and those struggling; it is to make the material engaging, to make students think, make them rise to that challenge. It is hard to do this but the data suggests that England can do it successfully – we need to learn from that.’

Key messages to the sector:

The full paper, Science Education – have we overlooked what we are good at?, can be found at /p3aa.

Ends

Contact information
Sarah Fleming, NFER Media & Communications Officer: 01753 637155; s.fleming@nfer.ac.uk
Jane Parrack, NFER Marketing & Communications Manager: 01753 637245; j.parrack@nfer.ac.uk

Note to editors
Science Education – have we overlooked what we are good at?, is the latest in the series of policy papers NFER Thinks, What the evidence tells us. It is authored by two experts from NFER’s Centre for International Comparisons: research manager Harriet Weaving and the Centre’s head, Dr Newman Burdett.Trends in International Mathematics and Science Study (TIMSS) is a worldwide research project which takes place every four years. It provides data about trends in mathematics and science achievement over time. NFER was the National Research Centre for TIMSS in England and Northern Ireland for the 2011 study. NFER was also part of the international consortium responsible for test development for TIMSS.

About NFER
NFER is the UK’s largest independent provider of research, assessment and information services for education, training and children’s services. www.nfer.ac.uk