Carl Sagan once said, “We live in a society exquisitely dependent on science and technology, in which hardly anyone knows anything about science and technology.” According to a 2006 study by the National Academy of Sciences, for a student to be proficient in science, he must both understand scientific ideas and demonstrate a firm grasp of scientific practices, ideally achieving four main science proficiencies:

1. Know, use, and interpret scientific explanations of the natural world.
2. Generate and evaluate scientific evidence and explanations.
3. Understand the nature and development of scientific knowledge.
4. Participate productively in scientific practices and discourses.

The report also noted that additional research was needed to shed more light on how learning occurs across these four strands.

Now, a new study looks into which teaching practices most effectively help students learn science. In Exploring What Works in Science Instruction: A Look at the Eighth Grade Classroom [pdf], Henry Braun of Boston College along with researchers from the Educational Testing Service, identify teaching strategies that lead to higher test scores.

The research team found the highest test scores were associated with reading science textbooks, performing hands-on investigations, writing extended answers to questions, discussing results from hands-on activities, and working with other students on science projects. Other factors impacting student performance include teacher experience and demonstrations, science tests, written papers, and discussions of science in the news. Oral reports and research projects did not lead to improved results.