pupil talk and critical thinking in science and citizenship
TRANSCRIPT
Pupil talk and critical thinking in science Pupil talk and critical thinking in science and citizenshipand citizenship
Key issue addressed by the studyKey issue addressed by the study This Dutch study explored:This Dutch study explored:
– the impact of learning about citizenship through pupil the impact of learning about citizenship through pupil dialogue (dialogic learning) and focused on critical thinking dialogue (dialogic learning) and focused on critical thinking in sciencein science
Impact of dialogic learning on pupilsImpact of dialogic learning on pupils The study found that pupils The study found that pupils
in the dialogic learning in the dialogic learning classes:classes:– produced more supportive produced more supportive
and coordinated argumentsand coordinated arguments– referred significantly more to referred significantly more to
social justice implications social justice implications – gained improved results on gained improved results on
biology subject knowledgebiology subject knowledge
The aims of dialogic learningThe aims of dialogic learning The aim was to help students The aim was to help students
develop the ability to:develop the ability to:– share personal opinions with fellow share personal opinions with fellow
studentsstudents– form their own opinion in a form their own opinion in a
dialoguedialogue– contribute to a dialogue to form an contribute to a dialogue to form an
opinion with other studentsopinion with other students– evaluate their own and others’ evaluate their own and others’
opinionsopinions
How dialogic learning was used in scienceHow dialogic learning was used in science
Pupils were involved in discussions Pupils were involved in discussions about environmental issues like:about environmental issues like:– preventing pollution by recyclingpreventing pollution by recycling– the export of waste to developing the export of waste to developing
countriescountries Students needed to think critically Students needed to think critically
about scientific theories and about scientific theories and identify:identify:– assumptions assumptions – valid informationvalid information– their own conclusionstheir own conclusions
How students were motivated to produce How students were motivated to produce their own opinionstheir own opinions
A focused discussion with an A focused discussion with an exchange of views was exchange of views was produced when:produced when:– ambiguous, complex, real-life ambiguous, complex, real-life
problems requiring critical problems requiring critical thinking were usedthinking were used
– pupils were given a simulated pupils were given a simulated dialogue about an issuedialogue about an issue
– pupils worked in pairs analysing pupils worked in pairs analysing the opinions presented in the the opinions presented in the simulated dialogue simulated dialogue
Skills developed through dialogic learningSkills developed through dialogic learning
The study found structured The study found structured classroom dialogue:classroom dialogue:– enabled pupils to relate issues to enabled pupils to relate issues to
social justice, equality and respectsocial justice, equality and respect– stimulated further thinking and stimulated further thinking and
added a moral perspective to the added a moral perspective to the issue discussedissue discussed
– promoted openness and promoted openness and consideration towards othersconsideration towards others
– encouraged pupils to express a encouraged pupils to express a different opiniondifferent opinion
Who were the children in the study?Who were the children in the study?
297 students 297 students from 14 low attaining Year 7 classes in two groups of from 14 low attaining Year 7 classes in two groups of
classes: intervention and controlclasses: intervention and control
How was the information gathered?How was the information gathered?
Pre- and post-tests of pupils’ general reasoning skills Pre- and post-tests of pupils’ general reasoning skills and academic aptitude using standard testsand academic aptitude using standard tests
Post-test of pupils’ knowledge of biology subject Post-test of pupils’ knowledge of biology subject matter matter
Post-test of attitudes to dialogic learning Post-test of attitudes to dialogic learning Tests of fluency of argumentation through short Tests of fluency of argumentation through short
essaysessays Observation of six students in key episodes during Observation of six students in key episodes during
lessonslessons
How can teachers use the evidence in this How can teachers use the evidence in this study?study?
The study showed how science teaching coupled The study showed how science teaching coupled with sharing ideas, constructing opinions and with sharing ideas, constructing opinions and contributing to others’ opinions can enhance contributing to others’ opinions can enhance citizenship education:citizenship education:– How could you use real-life problems, incorporating How could you use real-life problems, incorporating
dialogic approaches in your lessons? dialogic approaches in your lessons? – Could you start by involving pupils in formulating their Could you start by involving pupils in formulating their
opinions about key issues and engaging them in opinions about key issues and engaging them in discussing their opinions with others?discussing their opinions with others?
How can school leaders use the evidence How can school leaders use the evidence in this study?in this study?
Dialogic learning was found to be helpful for Dialogic learning was found to be helpful for children’s learning in science and citizenship children’s learning in science and citizenship ─ Would it be helpful to encourage colleagues from Would it be helpful to encourage colleagues from
different departments or phases to work together to different departments or phases to work together to design ways of constructing dialogue based design ways of constructing dialogue based collaborative tasks using, for example, appropriate collaborative tasks using, for example, appropriate environmental scenarios?environmental scenarios?
Follow-up readingFollow-up reading
Study reference: Study reference: Stan Frijters, Geert ten Dam, Gert Stan Frijters, Geert ten Dam, Gert Rijlaarsdam (2008)Rijlaarsdam (2008) Learning and Instruction Learning and Instruction 18 18 (2008) pp. 66-82(2008) pp. 66-82
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