Evidence of the benefits of Let’s Think through Science!
In the trial schools in Hammersmith and Fulham and in Harrow, teachers and pupils were overwhelmingly positive about these methods of teaching. Here are just a few comments from pupils on the Let’s Think through Science! lessons.
How have these lessons helped you?
- ‘You listen to each other.’
- ‘You work as a team.’
- ‘You can agree and you can disagree’
- ‘You can change your mind’
- ‘In a group, you have more ideas rather than just your own:
- ‘You have to think in your head, then say your idea. Then your group can hear and think about that’
- ‘Other people in your group can explain something to you if you don’t understand:
- ‘People in your group can help you to change your mind’
The comments suggest that these pupils have developed metacognitive skills: they have become aware of the methods of working and thinking that are employed in Let’s Think through Science! and can appreciate that these methods are different from those used in their normal lessons.
Finally, here are some of the many very positive remarks made by teachers in response to the questions on their final feedback forms at the end of the trialling.
How has this programme affected your classroom practice?
‘I was always nervous of teaching science, but now I have learnt to let the pupils discuss more openly without my intervention:
‘When I joined the programme, I … enjoyed teaching science but … wanted to give the answers. It has helped me to develop my questioning skills and my ability to encourage pupils to think for themselves.’
14 I Let’s Think through Science! Developing thinking with seven- and eight-year-olds
‘I don’t settle for a “yes” or “no” answer so often now: I like to ask them “Why?” or “How?”:How Let’s Think through Science! was Developed 115
‘It has enhanced my ability to maintain an open, comfortable learning environment where the pupils feel safe in expressing their ideas.’
‘My expectations of the students have led to me teaching science with great enthusiasm!
‘It has helped me to encourage pupils to reflect on what they say and to verbalise their thoughts/reasoning!
‘I feel I now give all my students, instead of just the ones with their hands up, a greater opportunity to share their own ideas!
‘I feel like a better teacher!
Has the programme had any effect on your pupils’ learning and social behaviour?
- ‘They are more ready to learn from each other rather than seeing this as “copying ideas’:
- ‘They are more willing to comment on what others have said and challenge ideas that they don’t agree with!
- ‘Their understanding and acceptance of the importance of listening has really improved.’
- ‘Pupils are more aware of how they reached a decision or changed their mind’
- ‘They are more able to express themselves, not so worried about right or wrong answers.’
- ‘They enjoy talking about themselves as “thinkers’:
- ‘Pupils who lack ability and confidence, in areas such as literacy, have been able to demonstrate their intelligence verbally, which has possibly changed their [peer] perceptions’
- ‘The high-ability pupils in my class have been stretched in ways that they don’t always experience in day-to-day lessons’
- ‘Generally there is a greater willingness to work cooperatively in groups and they have learned ways of doing this without killing each other!’
- ‘I have seen evidence of pupils working together and cooperating as a “group” — bringing to light the difference between this and sitting at the same table in a group of six, which we often say is group work but actually involves very little real interaction!
- ‘I believe that it has helped one particular child in my class who had problems with social interaction — particularly as he no longer responds aggressively when other pupils disagree with him’
Research into measuring the effects that Let’s Think through Science! has on pupils’ cognitive and scientific development, and also the impact that the related professional training has on teachers’ classroom practice, is currently being carried out. Analysis of the quantitative and qualitative data produced from this will be made available once the research is complete.