1 Purposes of small group discussions. 2 Research findings: ‘Breaking the mould?’ An early study of AS Science for Public Understanding. Key findings:

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Presentation transcript:

1 Purposes of small group discussions

2 Research findings: ‘Breaking the mould?’ An early study of AS Science for Public Understanding. Key findings:  Missed opportunities for exploring ideas about science  Many lessons seen to be teacher-led  Few examples of discussion between students observed.

3 Research findings: ‘Valuable lessons’ A study by Ralph Levinson of the discussion of issues related to biosciences:  Humanities teachers comfortable with discussion – but not too concerned about the accuracy of the science.  Science teachers very concerned to get across the science – and uneasy about discussion.

Discussion in small groups – Making a start  Establish the ground rules  Choose a topic that students can relate to  Provide a structure (with clear roles where appropriate)  Define the outcomes  Set a (short) time limit  Minimal teacher interventions: procedural, not judgemental

Some established discussion techniques Snowballs Discuss topic in pairs, then fours, then eights – working towards consensus Jigsaws Individuals work as ‘experts’ on a section of a topic and then re-group. Needs advanced planning but does ensure participation of all. Rainbow groups Students each given a different colour, say in a group of 4; they discuss in groups of same colour, then original groups reassemble.

Purpose 1: language  Developing the language needed to analyse and develop arguments – e.g module B1 You and your genes Activity AB1.22 Gene therapy in the news

Purpose 2: clarifying knowledge and understanding  Discussing true/false statements – e.g module P2 Radiation & life Activity AP2.29 Global warming challenge

Purpose 3: data & explanations  Discussing possible evidence for claims – e.g module P1 Earth in the Universe Activity AP1.23 What killed off the dinosaurs (based on a video) or – GCSE Science F tier textbook, questions about continental drift on page 62 (refer to pages 60-63)  Making sense of evidence – e.g module B3 Life on Earth Activity AB3.7 Life on Mars

Purpose 4: exploring issues  Issues with an ethical dimension – e.g module B1 You and your genes Activity AB1.21 Embryo selection: what should be allowed?  Issues with a technical and economic dimension – e.g module C2 Material choices – Activity C2.16 Can it be done? Should it be done? – Gaining insight into other viewpoints

Purpose 5: making decisions  Developing policy arguments based on information and evidence – e.g module B2 Keeping healthy Activity AB2.11 Is it worth it? – See module P3 Radioactive materials Activity AP3.28 What was said?

11 Student dispositions  Understand, appreciate or be moved by range of opinions other than one’s own  Accept criticism  Reasonableness  Responsiveness  Respect for the members of the group  Freedom to offer sincerely-held opinions