Abstract
With the advancing world, it is the need of the day to shift
transmission mode of teaching towards conceptual understanding,
where children can build their understanding by playing a central role.
Discussion is one such process which can be used to help students’
construct their own understanding, communication and thinking skills.
Discussion can be incorporated in any of the teaching strategies.
However, it is hardly practiced in classroom. Recitation remains the
predominant form of interactive talk. Therefore, the aim of this study
was to promote discussion in the lower secondary class of a private
school. Action research methodology based on Kemmis, Mc Taggart
and Retallick (2004) cyclic model was used. Data were collected
through interview and classroom observation. Analysis was carried out
in two steps; on-going analysis throughout the data collection and
overall analysis at the completion of field work. Various teaching
strategies and classroom organizations were used to promote
discussion. Findings revealed that POE and discrepant events strategies
and linking science with daily life encouraged children to participate in
discussion. The study also highlighted facilitating factors (e.g daily life
objects, proper planning, setting rules) and challenges (e.g time,
completion of syllabus) faced in promoting discussion. The study has
implications for science teachers as well as teacher educators in their
teaching of science and professional training programmes respectively.
Naheed Parveen Anwar. (2007) Promoting Discussion in Lower Secondary Science Classroom, Journal of Research and Reflections in Education, Volume 1, Issue 2.
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