Socio-scientific Discussion in Secondary School Science: The Benefits of Cooperative Learning.

Author(s):

Tom Bryce(presenting / submitting)Stephen Day

Conference:

ECER 2011

Network:

27. Didactics - Learning and Teaching

Format:

Paper

Session Information

27 SES 08 C, Teaching and Learning Socio-Scientific Issues

Paper Session

Time:

2011-09-15

08:30-10:00

Room:

KL 23/221,1 FL., 49

Chair:

Joana da Silveira Duarte

Contribution

Scientific literacy has increased in priority as an educational aim for the new science curriculum in Scottish schools (Curriculum for Excellence) and teachers are now expected to embed socio-scientific discussion within its Topical Science strand. Recent research (internationally) indicates that when science teachers conduct socio-scientific discussion, the episodes tend to be short in duration, poor in quality and teacher dominated (Alvermann, O'Brien, & Dillon, 1990; Osborne, Duschl, & Fairbrother, 2002; Bryce & Gray, 2004; Gray & Bryce, 2006). Also, the emphasis given to such discussion differs in several ways from that which humanities teachers typically give during classroom debate in lessons in their subjects (as detailed in Day and Bryce, 2010). The aim of this investigation was to determine the benefits of cooperative learning for opening up socio-scientific discussion in secondary science. The study was part of a larger action research project where the ‘Learning Together’ model of cooperative learning (see Johnson, Johnson and Holubec, 1993) was introduced to participating teachers. This stresses (1) positive interdependence among pupils in groups (they need each other to carry out the required work); (2) individual accountability (conveyed by the teacher); (3) face-to-face interactions (arranged group work, pairing, sharing), (4) social skills (good manners and thoughtfulness emphasised); (5) group processing (teacher assigning essential tasks). The lessons which were developed for this work tackled the issue of global warming and climate change, looking at the greenhouse effect; the relationship between CO₂ and temperature; and theories of global warming; proposed actions in the public domain. Questionnaire data indicated that by the end of the research, overall 50.3% of pupils enjoyed the discussion (on global warming) and 59.7% did not find it boring. Prior to these lessons, 59.6% were not interested in the issue of climate change and global warming. The ECER presentation will explore pupils’ views on this and how they felt about speaking in group discussions, as well as describing the changes in several quantitative measures of the classroom interactions during the cycles of the action research.

Method

Using classroom observation, 74 classes of twenty 13-14 year old pupils in one secondary school were observed engaging in socio-scientific discussion over three rounds of action research associated with the implementation of the Topical Science strand. A tally system was used to determine the frequency of teacher-to-pupil, pupil-to-pupil and pupil-to-teacher interactions. Pupil views on the cooperative learning approach used to facilitate the socio-scientific discussions were determined using a questionnaire (n=171). Their views on science were compared to those of the Scottish National sample on the International Relevance of Science Education (ROSE) survey and found to correlate strongly. By the end of the action research, the typical exchange in the observed lessons was between pupil-to-pupil (mean ± standard deviation, 41% ± 5%) and pupil-to-teacher (32% ± 4%) with teacher-to-pupil interactions accounting for only 27% ± 5% of exchanges. Across the sessions there was a decrease in the percentage of teacher-pupil exchanges and an increase in the percentage of pupil-teacher exchanges. However, the pace of the typical exchanges was predominantly fast, most of the questions being a mixture of low order on task questions from teacher-to-pupil; technical exchanges, inquiring what to do from pupil-to-teacher; and quiz questions from teacher-to-pupil or from pupil-to-pupil.

Expected Outcomes

Cooperative learning facilitated a shift in the pattern of typical exchanges within the classroom discourse away from a teacher dominated discourse towards a more pupil-centred, open discourse. The pupils were (unsurprisingly) somewhat dependent on their teachers, but pupils did say that ‘their teachers had taken a step back’. By the end of the lesson series each observed class had become more comfortable with this style of lesson (with 73.6% of pupils agreeing that these lessons were different from normal). A palpable sense of apathy across these 14 year olds was apparent in the first round of the study. However, by the second and third rounds this had dissipated (as their teachers became more comfortable with and skilled in using cooperative learning as a means to handling focused discussion). Overall, 50.3% of pupils enjoyed the discussions (with more males, 53.5%, than females, 47.1%, responding positively). Some 44% of pupils indicated that the discussion had changed the way they thought about the issue of climate change and global warming (with more males 58.8% than females 47.8% reporting a change in attitude). These figures may be compared with international trends which show that, at present, science education is a turn-off for many females.

References

Alvermann, D. E., O'Brien, D. G., & Dillon, D. R. (1990). What Teachers Do When They Say They're Having Discussions of Content Area Reading Assignments: A Qualitative Analysis. Reading Research Quarterly, 25, 296-322. Bryce, T. & Gray, D. (2004). Tough acts to follow: the challenges to science teachers presented by biotechnological progress. International Journal of Science Education, 26, 717-733. Day, S. P., and Bryce, T.G.K. (2010). Does the discussion of socio-scientific issues require a paradigm shift in science teachers’ thinking? International Journal of Science Education. Published on-line November 2010. DOI:10.1080/09500693.2010.519804 Gray, D. S. & Bryce, T. (2006). Socio-scientific issues in science education: implications for the professional development of teachers. Cambridge Journal of Education, 36, 171-192. Johnson, D. W., Johnston, F. P., & Holubec, E. J. (1993). Circles of Learning: Cooperation in the Classroom. Edina, MN: Interaction Book Company. Osborne, J., Duschl, R., & Fairbrother, R. (2002). Breaking the Mould? Teaching Science for Public Understanding London: The Nuffield Foundation.

Author Information

Tom Bryce (presenting / submitting)

University of Strathclyde

School of Education

Glasgow

Stephen Day

University of Strathclyde, United Kingdom

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