Talking Science: The research evidence on the use of small group discussions in science teaching

Does the Discussion of Socio‐Scientific Issues require a Paradigm Shift in Science Teachers' Thinking?

“…In their recent review of the research evidence concerning the use of small group discussions in particular in science teaching, Bennett et al (2010) conclude that groups function best when differing views are represented amongst the students concerned and where they receive training in effective group work. To that end, the authors state: "… it is also clear that small group discussion work needs to be supported by the provision of support and guidance for teachers and students on the development of the skills necessary to make such work effective" (Bennett, Hogarth, Lubben, Campbell, & Robinson, 2010 … the best explanation for these findings is that science teachers and their actions are structured by the nature of the agency they serve: science education, a practice which has been characterised as the last authoritarian socio-intellectual discipline (Ravetz, 2002).…”

“…To that end, the authors state: "… it is also clear that small group discussion work needs to be supported by the provision of support and guidance for teachers and students on the development of the skills necessary to make such work effective" (Bennett, Hogarth, Lubben, Campbell, & Robinson, 2010 … the best explanation for these findings is that science teachers and their actions are structured by the nature of the agency they serve: science education, a practice which has been characterised as the last authoritarian socio-intellectual discipline (Ravetz, 2002). …much of the teaching of science requires the teaching of consensually, well-established knowledge which is uncontroversial and not open to challenge or questioning.…”

Active and spontaneous learning in a small group – a case of learning DC-circuit phenomena in the 3rd grade

“…In addition, it is important that everyone is responsible for their own work when a group's work is divided into personal tasks. The social skills of the group members and the inner-group processing of a task are essential for the successful completion of the task (Bennett et al, 2010;Bennett et al, 2004;Johnson & Johnson, 2002).…”

Emerging thoughts on an approach to engaging pupils in effective group talk in science

“…In addition, there are such pressures on time for quality talk in classrooms that teachers need a developing pedagogical repertoire for improving it (Braund 2009). It has been suggested that research is needed on how science teachers may scaffold and organise group work, encourage reflection and monitor and guide group interactions (Baines, Blatchford & Chowne 2007;Bennett et al 2010;Howe et al 2007). It has been suggested that when planning for and enabling group discussion the teacher faces a dilemma (Cohen 1994) -too much structured interaction in groups can prevent higher order thinking skills and formats can make the talk itself the centre of learning, leading thinking away from the scientific ideas (Keogh& Naylor 2007).…”