something that they do at all. Further analysis
through focus group interviews, although outside
the remit of this study, might lead to better
understanding of the differences noted with regard
to gender.
The project aimed to explore the impact
of VBA on talk within the science classroom, and teachers were asked to comment on how
successful it had been in terms of improving
science learning, and ultimately children’s achievement in science. Despite enthusiasm from
teachers abou the potential for this to take place, it
was evident from their responses that the timescale
of the project inhibited the possibility of marked
differences being noted in this area. Teachers felt they had not provided enough specific learning
opportunities in science contexts for children
to practise their verbal behaviours because they
required a longer period than initially thought
to learn about the talk behaviours in general
classroom contexts and discussions. One teacher
felt that VBA provided a way of talking and cooperating that could be applied to any subject
and therefore felt that gains in achievement should
be looked for beyond science. Further work would
be required in order to establish the potential
benefits of VBA in the classroom to learning in both science and elsewhere.
Conclusion
This study has provided insight into the strategies
by which teachers can encourage the personal
skill of verbal communication in a science setting.
At a time when teachers are faced with the
implementation of a new National Curriculum
that places emphasis on spoken language in the
classroom, this study has explored a means by
which they might develop routines of spoken
language so that children have secure foundations
when engaged in discussion such that they can
probe and remedy possible misconceptions
(Department for Education, 2013).
The finding that dedicated time is essential to
develop children’s knowledge and understanding
of specific types of behaviour correlates with that
of Bianchi’s (2002) study and further endorses
the need to use generic activities to initially allow
children to explore, practise and refine skills and
behaviours. In this study into the development
of personal capabilities, of which one is
communication skills, it is suggested that there
is a need to make explicit through talk and role
play the types of talk or ways of working that are
expected, prior to the children being asked to use
them in a subject-specific context. Time within the
curriculum needs to be found for this activity for
most benefit to be gained.
In conclusion, this pilot study has been
beneficial in allowing us to better understand the
application of VBA as a tool for talk in the upper
primary classroom. It has provided preliminary
indications that it can have a positive impact on
enhancing teacher and pupil self-awareness.
Moving this work forward beyond the pilot
phase, it is not only of interest to explore further
how teachers can use VBA to encourage children
to understand how their talk impacts group
discussions and interactions, but also to examine
whether science achievement and attainment
can benefit from the exploitation of the range of
verbal behaviour in primary schools.
The outcomes detailed here also have
potential implications for classroom practice
and may provide a framework for reviewing
how communication skills are taught in
school. Teachers and curriculum developers should further appreciate, recognise and target the degree to which science teaching, and
indeed the children’s science learning, relies on good-quality talk, as well as consider the
extent to which assisting the practice and
refinement of communication skills is a goal in
science teaching.
something that they do at all. Further analysis
through focus group interviews, although outside
the remit of this study, might lead to better
understanding of the differences noted with regard
to gender.
The project aimed to explore the impact
of VBA on talk within the science classroom, and teachers were asked to comment on how
successful it had been in terms of improving
science learning, and ultimately children’s achievement in science. Despite enthusiasm from
teachers abou the potential for this to take place, it
was evident from their responses that the timescale
of the project inhibited the possibility of marked
differences being noted in this area. Teachers felt they had not provided enough specific learning
opportunities in science contexts for children
to practise their verbal behaviours because they
required a longer period than initially thought
to learn about the talk behaviours in general
classroom contexts and discussions. One teacher
felt that VBA provided a way of talking and cooperating that could be applied to any subject
and therefore felt that gains in achievement should
be looked for beyond science. Further work would
be required in order to establish the potential
benefits of VBA in the classroom to learning in both science and elsewhere.
Conclusion
This study has provided insight into the strategies
by which teachers can encourage the personal
skill of verbal communication in a science setting.
At a time when teachers are faced with the
implementation of a new National Curriculum
that places emphasis on spoken language in the
classroom, this study has explored a means by
which they might develop routines of spoken
language so that children have secure foundations
when engaged in discussion such that they can
probe and remedy possible misconceptions
(Department for Education, 2013).
The finding that dedicated time is essential to
develop children’s knowledge and understanding
of specific types of behaviour correlates with that
of Bianchi’s (2002) study and further endorses
the need to use generic activities to initially allow
children to explore, practise and refine skills and
behaviours. In this study into the development
of personal capabilities, of which one is
communication skills, it is suggested that there
is a need to make explicit through talk and role
play the types of talk or ways of working that are
expected, prior to the children being asked to use
them in a subject-specific context. Time within the
curriculum needs to be found for this activity for
most benefit to be gained.
In conclusion, this pilot study has been
beneficial in allowing us to better understand the
application of VBA as a tool for talk in the upper
primary classroom. It has provided preliminary
indications that it can have a positive impact on
enhancing teacher and pupil self-awareness.
Moving this work forward beyond the pilot
phase, it is not only of interest to explore further
how teachers can use VBA to encourage children
to understand how their talk impacts group
discussions and interactions, but also to examine
whether science achievement and attainment
can benefit from the exploitation of the range of
verbal behaviour in primary schools.
The outcomes detailed here also have
potential implications for classroom practice
and may provide a framework for reviewing
how communication skills are taught in
school. Teachers and curriculum developers should further appreciate, recognise and target the degree to which science teaching, and
indeed the children’s science learning, relies on good-quality talk, as well as consider the
extent to which assisting the practice and
refinement of communication skills is a goal in
science teaching.
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