1. Pupil talk and critical thinking in science and citizenship

2. Key issue addressed by the study  This Dutch study explored: –the impact of learning about citizenship through pupil dialogue (dialogic learning) and focused on critical thinking in science

3. Impact of dialogic learning on pupils  The study found that pupils in the dialogic learning classes: –produced more supportive and coordinated arguments –referred significantly more to social justice implications –gained improved results on biology subject knowledge

4. The aims of dialogic learning  The aim was to help students develop the ability to: –share personal opinions with fellow students –form their own opinion in a dialogue –contribute to a dialogue to form an opinion with other students –evaluate their own and others’ opinions

5. How dialogic learning was used in science  Pupils were involved in discussions about environmental issues like: –preventing pollution by recycling –the export of waste to developing countries  Students needed to think critically about scientific theories and identify: –assumptions –valid information –their own conclusions

6. How students were motivated to produce their own opinions  A focused discussion with an exchange of views was produced when: –ambiguous, complex, real-life problems requiring critical thinking were used –pupils were given a simulated dialogue about an issue –pupils worked in pairs analysing the opinions presented in the simulated dialogue

7. Skills developed through dialogic learning  The study found structured classroom dialogue: –enabled pupils to relate issues to social justice, equality and respect –stimulated further thinking and added a moral perspective to the issue discussed –promoted openness and consideration towards others –encouraged pupils to express a different opinion

8. Who were the children in the study?  297 students  from 14 low attaining Year 7 classes in two groups of classes: intervention and control

9. How was the information gathered?  Pre- and post-tests of pupils’ general reasoning skills and academic aptitude using standard tests  Post-test of pupils’ knowledge of biology subject matter  Post-test of attitudes to dialogic learning  Tests of fluency of argumentation through short essays  Observation of six students in key episodes during lessons

10. How can teachers use the evidence in this study?  The study showed how science teaching coupled with sharing ideas, constructing opinions and contributing to others’ opinions can enhance citizenship education: –How could you use real-life problems, incorporating dialogic approaches in your lessons? –Could you start by involving pupils in formulating their opinions about key issues and engaging them in discussing their opinions with others?

11. How can school leaders use the evidence in this study?  Dialogic learning was found to be helpful for children’s learning in science and citizenship ─Would it be helpful to encourage colleagues from different departments or phases to work together to design ways of constructing dialogue based collaborative tasks using, for example, appropriate environmental scenarios?

12. Follow-up reading  Study reference: Stan Frijters, Geert ten Dam, Gert Rijlaarsdam (2008) Learning and Instruction 18 (2008) pp. 66-82

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