ABSTRACT This paper examines the insistent claims by advocates of evidence-based teaching that it is a rigorous scientific approach. The paper questions the view that randomised controlled trials and meta-analyses are the only truly scientific methods in educational research. It suggests these claims are often based on a rhetorical appeal which relies on too simple a notion of “science”. Exploring the tacit assumptions behind “evidence-based teaching”, the paper identifies an empiricist and reductionist philosophy of science, and a failure to recognise the complexity of education and pedagogy. Following a discussion of large-scale syntheses of evidence (Hattie’s Visible Learning; the Education Endowment Foundation’s Teaching and Learning Toolkit), it examines in detail one strand of the latter concerning sports participation, which is used to illustrate flaws in procedures and the failure to take seriously the need for causal explanations.

中文翻译：

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循证教学：对“科学”的简单理解

摘要本文研究了循证教学的倡导者们坚持认为的一种严格的科学方法。该论文质疑以下观点：随机对照试验和荟萃分析是教育研究中唯一真正的科学方法。它表明这些主张通常是基于修辞上的诉求，而修辞上的诉求依赖于过于简单的“科学”概念。在探究“基于证据的教学”背后的默认假设时，本文确定了经验主义者和还原主义者的科学哲学，以及未能认识到教育和教学法的复杂性。在讨论了大规模的证据综合（Hattie的可视化学习；教育基金会的教学工具包）之后，它详细研究了后者中有关体育参与的一小部分，