Trust Projects
York University and Hull LEA - Discussions in Primary Science (Innovative Project)
Discussions in Primary Science (DiPS) Project
A key aspect of the development of scientific literacy and of understanding involves helping children develop the skills and abilities necessary to engage in informed critical discussion and debate of scientific issues, ideas and evidence. Small-group discussion work is an essential teaching technique in this context. The current interest in ideas about evidence and considerations of the role of argument and critical thinking in primary science have resulted in recommendations being made to include more small-group discussion work in science lessons.
The development of pupils' vocabulary and their thinking and communication skills has benefits across the curriculum and improvement in discussions helps support peer-review, an essential element in assessment for learning (AFL).
Overview
The project is being managed by the University of York working in collaboration with Hull LEA. The schools involved are all from Hull.
The project will improve primary teachers' use of small group discussions in science. It will provide professional development to help teachers identify actions that result in a better quality of pupils' discussions, debates and arguments about evidence, ideas and issues in science. The teachers involved will try out methods in their schools and will refine their approaches through discussion with colleagues and collaboration with tutors from the project.
The project leaders will use their contacts with industry in the region, to support some of the contexts and scenarios that will form the basis of group discussions in science lessons. Materials from projects such as Children Challenging Industry and the Primary Science Enhancement Programme will be used to help promote discussion work in school.
Aims
As a result of being involved with the project it is expected that teachers will have:
- Knowledge and understanding of how best to organise, manage and scaffold groups for effective discussions in science lessons.
- Enhanced skills in analysing pupils' dialogue, for example, being able to recognise significant steps that lead to improved understanding.
- Improved confidence particularly in the area of teaching about ideas and evidence in science (a matter of national concern).
Programme
Fifteen primary schools will be involved. Each school has two nominated teachers one of whom is coordinator for science and the other is the literacy co-ordinator. The rationale for this is the belief that the national literacy strategy has much to offer science teaching in terms of ways in which group discussions are managed and supported. Such a pairing has benefits for both teachers.
Each school has a nominated 'link governor' who is attached to the project and will assist - e.g. by talking to children during science lessons.
Outcomes
As a result of being involved in this project it is expected that pupils will have:
- Developed transferable skills of oral communication, discussion and argumentation.
- An understanding of the importance of challenging the ideas and evidence put forward by others.
- Positive attitudes to group work and to school science.
Contact
Martin Braund of the Department of Educational Studies at the University of York is the project director.
Email: mb40@york.ac.uk