Starting an Argument in Science/Document

Starting an argument – choosing the stimulus for group talk

The use of group talk should not be limited to debating controversial topics in formal discussion, important though that is. The focus here will be on activities you may already carry out that can be turned into group talk opportunities with little or no extra preparation.

When carrying them out, the ideas from ‘Choosing, grouping and moving pupils for group talk activities’ should be used.

Science teaching method	Common format	Some suggestions to change to group talk and argument format
Explanation	Teacher explains the ideas and science to the class – expecting pupils to listen and reflect as she speaks. Occasionally asks questions to individuals to see if they are listening.	Teacher provides just enough information for pupils to work out what the main points are, then asks them to agree the three most important points, and be able to explain why. Teacher tells them there will be a deliberate mistake in what will be said. Finally, groups must agree what the mistake is, and why.
Demonstration	Teacher sets up and uses equipment to demonstrate an idea from the front of the class, expecting pupils to listen and reflect as she speaks. Occasionally the teacher asks questions in the style outlined below.	Teacher lays out all the equipment and materials on the front desk and explains what they are. In groups, pupils are asked to agree: • how they think the demonstration will be set up; • what it will show and why; •how it ties in with the learning objective of the lesson. Teacher then sets it up in the agreed way or asks a group to do so and run the demonstration. Periodically the ‘action’ is stopped and groups are asked to agree what the next step would be and why.
Question and answer	Teacher asks questions from the front of the class which may be closed/simple recall questions. She asks for ‘hands-up’ volunteers to provide required answers, or names individuals (sometimes just to check if they are paying attention).	The teacher considers carefully the question being asked. (Please also refer to guide on ‘Strengthening teaching and learning using questioning in science’.) Teacher asks a question but asks every group to agree an answer. She does not take answers from those with hands up but expects all to be able to say something by allowing a pupil to use another’s suggestion from the group. When answer provided, she asks other groups to agree a set of pros and cons of the answer provided.
Taking ‘notes’	After explanation, demonstration or similar, teacher writes notes on board, dictates, or asks notes to be copied from book or worksheet. Pupils individually copy into their books.	After explanation, demonstration or similar, groups are asked to agree the wording of the sentence that summarises a different aspect of the science. Once these sentences are agreed, the class compile a paragraph that summarises the salient points. Pupils record this in their books. Teacher reads out some notes. Groups are then asked to reproduce the wording as closely as possible – recorded on scrap paper and then refined. Pupils record this in their books. Teacher refers pupils to a book or worksheet. Groups are then asked to identify key words which can be used to reproduce the wording as closely as possible. The book/worksheet is turned over and on scrap paper the sentences are refined. Pupils record this in their books.
Comprehension worksheets (information plus questions) and answering questions from books	Book/worksheet is provided, one each if possible. Pupils individually read and answer questions in their exercise books.	Worksheets are provided – one per group, possibly on A3 paper. Groups are then asked to agree answers verbally. The list of answers is then turned into a paragraph to be recorded in books. Books or worksheets are provided one per group. Groups collectively asked to read questions and generate similar style questions with answers that can be worked out from the text. These are written on paper and passed to another group to complete as a group or individually in their books.
Practical work	Teacher explains or demonstrates procedure. In groups pupils collect equipment and run practical, recording outcomes individually in books. Maybe followed by individual write-up of work.	Teacher explains or demonstrates procedure using similar ideas to those above. In groups, pupils collect equipment and run the practical, recording one set of results per group (perhaps on sugar or scrap paper). For the write-up, groups are asked to agree a step- by-step guide to carrying it out, or a sketched poster showing results and conclusions. Each group is then allowed to ‘mark’ other groups’ work and agree suggestions for how it may be improved, with reasons why. Individually, they write up the practical if this is still required.

Other ideas

Use of misconceptions or false statements such as ‘There is no gravity on the moon’ to provoke discussion (please refer to Key Stage 3 Strategy ‘Misconceptions’ materials). Groups have to come to a consensus about whether they agree or disagree and why.

• Artefacts or interesting objects such as toys, living things, lab equipment and so on.
• Interesting photographs can be found using an Internet search engine that allows you to search for images. Groups are asked to generate their own questions and agree the best, given question stems such as: ‘How does …?’, ‘What would happen if …?’, ‘Do you think …?’, etc. These questions are then addressed to other groups.
• ‘Open ended’ questions (in the style of New Scientist ‘Last Word’ section) such as ‘Why are atom bomb clouds the shape they are?’ (to discuss convection) or ‘Why can birds safely land on high voltage wires?’ (to discuss earthing, voltage, current). Go to www.newscientist.co.uk/lastword and www.newscientist.co.uk/lastword.uk
• Concept maps, mind maps, etc. Completed in groups and assessed by other groups
• Concept cartoons where misconceptions are personalised by cartoon characters to help pupils take sides and form opinions (www.conceptcartoons.com). Groups are asked to agree on which character is closest to the truth, and why.
• Card sorts and continuums. Groups are asked to collectively classify statements (into, say, true/false, agree/disagree, etc.), diagrams, names, etc. which are presented on cards, or place them along a line of a continuum.
• Other group talk stimuli are many of the activities written to be starters and plenaries; Key Stage 3 Intervention materials; from books such as Wellington, J. and Osborne, J. (2001) Language and literacy in science education, Buckingham: Open University Press; or the IDEAS project materials, Osborne, J., Erduran, S. and Simon, S. (2004) Ideas, evidence and argument in science (IDEAS) project, Kings College, London).

Reflection

Think about the ideas contained so far in this unit. Which of them can be incorporated into your teaching this week? Which will require more planning time?