Transcript Document

Purposes of small group
discussions
1
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.

2
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.

3
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?
–
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
11