Learning to talk chemistry: 14-15-year-old students' experiences of group discussions

Abstract

This study is based on an action research project, aiming at developing teaching methods in chemistry towards dialogic teaching. We investigate the use and impact of small group discussions and explore the students’ experiences of the group discussions concerning participation, learning, understanding, and interest in chemistry. Data was collected in an 8thgrade class of 17 students in 2018-2019 in Finland. Most of the students experienced that the group discussions helped them improve their understanding of chemistry. The students emphasized the importance of everybody participating and concentrating on the given task for the discussion to feel meaningful.  Some students reported that their interest in the subject also grew when their understanding of chemistry increased.