Research School Network: The Power of Talk in Primary Science Education: Helping Pupils Articulate Their Understanding The Power of Talk in Primary Science Education: Helping Pupils Articulate Their Understanding

As the suite of Guidance Reports builds, it’s noticeable how familiar ideas emerge across more then one guidance report. This is the case in primary science where we see elements of oracy, explicit vocabulary instruction, metacognition and the important role of assessment. We are going to look in a little more detail at Recommendation 2: Encourage pupils to explain their thinking either verbally or in written form. Science goes beyond memorising facts; it encourages students to ask questions, make observations, and draw conclusions based on evidence. In this context, effective communication becomes paramount, as the ability to articulate one’s thoughts is fundamental to scientific literacy.

As we look at key parts of the guidance report, we will use the example of a task where pupils are classifying animals to help guide the principles (interestingly such an example is used in recommendation 5 of the metacognition Guidance Report which shows the important cross over into this sphere)

Create a collaborative learning environment
Many students, particularly in the early stages of their education, face challenges when it comes to expressing their thoughts coherently. Science concepts can be abstract, and students may struggle to put their ideas into words. This is where the power of talk comes into play, offering a bridge between thought and expression.
The first ​‘talk’ around classifying animals might be modelled by the teacher to demonstrate how they should show their thinking.

Capitalise on the power of dialogue
Fostering a culture of talk in the primary science classroom involves more than just encouraging students to speak up. Planning key questions and discussion points in advance is important so staff can create scaffolded opportunities for pupils to verbalise their understanding. When considering the classification of animals these prompts might be instigated by the questions being posed:

What covers the animal? Fur, skin, scales, feathers

Sentence stem: the animal is covered by ________ so I think it might be ______________.

Cultivate reasoning and justification

When students are encouraged to explain their reasoning, they are prompted to think critically about the scientific principles at play. This process of articulating thoughts helps solidify understanding and allows teachers to identify misconceptions that may need clarification. The Guidance Report breaks this stage down further into: explain, discuss, re-explain. We can see this by considering an example of a task where pupils are classifying animals – interestingly such an example is used in recommendation 5 of the metacognition Guidance Report which shows the important cross over into this sphere.

Students might start to ​‘explain’ by working in pairs or small groups, giving opportunity to talk through their thinking:

A: ​“I think the monkey belongs to the mammal group because it has fur, just like our pet dog.”

In group settings this will then lead to the chance for ​‘discussion’ to develop.

B: ​“I’m not sure if snakes are mammals or reptiles. They don’t have fur, but they also don’t have legs.“

A: ​“I think snakes are reptiles because they have scales, and reptiles usually lay eggs. My dad told me that once.“

Ultimately, the teacher may bring the group back for some final thoughts, allowing the chance to highlight where pupils have developed their understanding.

C: ​“I thought bats were birds because they can fly, but they’re mammals. They have fur, give have babies, and give them milk.“

The integration of talk into primary science education is a powerful tool for enhancing students’ ability to explain their thinking. By consciously fostering a culture of talk in the classroom, educators can empower their students to navigate the complexities of scientific concepts and lay the groundwork for a lifelong love of science.