1 What is a discussion?

A ‘discussion’ is an umbrella term for exploratory interaction between a group of two or more people. A ‘debate’ is a more formal (and potentially more intense) type of discussion that usually involves two distinct or contrasting viewpoints or ‘sides’. This unit uses the word ‘discussion’ to encompass both types of group interaction.

Case Study 1: Using discussion to explore students’ ideas

Mrs Asha Goyal often talks to a colleague, Suman, about their lessons. Suman encouraged her to try letting her students have a discussion about a topic.

Suman told me how she had tried having a discussion with her class after reading an article in a science journal about how it can help students think more. I was impressed by her enthusiasm and her description of how her students had responded, and so agreed to have a go. I was very nervous but with her help I planned the session on exploring ‘What is a healthy diet/meal?’

I explained to my Class IV students what I wanted them to do. I had been helping my students talk about problems in science by using pair work and small groups, but this was a more open-ended discussion so I was not sure they would be able to do it in pairs. I decided to use groups of five students.

I put two pictures I had drawn of a meal, on the blackboard. One was of a meal that was only carbohydrates; another of a mixed meal of vegetables, chicken and carbohydrates. I asked them to think about which, if any, of these meals was a balanced meal. I gave them a few minutes to talk and then asked for some comments. I noted their key ideas on the blackboard. They included comments and questions like ‘Both meals are OK!’, ‘I don’t like chicken so I wouldn’t eat that one’, ‘Do all meals have to be balanced?’ and ‘What happens if you only eat vegetables – is it balanced?’ I was very impressed by these and asked the students then to talk further about what they understood by the idea of a balanced diet rather than just a balanced meal.

This raised many more comments and a lot more questions. It showed me how much they understood about a balanced diet but also showed the gaps in their understanding, especially about what kind of balance there needed to be between carbohydrates and proteins, etc., and the impact of not having a balanced diet.

My next lesson would provide an opportunity for all of them to find out more about what is involved in having a healthy diet. It was a very good way to assess their current knowledge, and my students were so animated as they talked. I was pleased at how well they listened to each other, even if they disagreed with the speaker.

Pause for thought

  • Have you ever used discussion with your class? If so, how did it go?
  • If you haven’t used discussion previously, can you think of ways you could use a form of discussion in your science lessons?

Why this approach is important

2 Encouraging discussion