{"id":480,"date":"2012-05-25T18:30:33","date_gmt":"2012-05-25T18:30:33","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/STEMcentralinmotion\/?p=480"},"modified":"2012-05-25T16:55:37","modified_gmt":"2012-05-25T16:55:37","slug":"learning-for-the-new-nqs-speak-up-scotland-a-year-of-science-debating","status":"publish","type":"post","link":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/STEMcentralinmotion\/2012\/05\/25\/learning-for-the-new-nqs-speak-up-scotland-a-year-of-science-debating\/","title":{"rendered":"Learning for the new NQs: Speak up Scotland! A Year of Science Debating"},"content":{"rendered":"
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Within our recently published advice and guidance associated with the new NQs in science<\/a>, there are a number of areas which would lend themselves to discussion in the classroom. What does this look like? What is the difference between learners talking, and discussing? Arguing and debating? What tools and approaches can be used to ensure learners are developing their skills in discussion, argumentation, and debate?<\/p>\n

A teacher\u2019s handbook from the English-Speaking Union (ESU) Scotland came across my desk this week. 2012 is\u00a0 the year of the ESU\u2019s Speak up Scotland! Science Debating project<\/a>. Within this easily digestible, practical handbook are a range of techniques and approaches which can be used to structure debate within the science classroom, and include all learners within the class. It explains how to plan and structure\u00a0a formal debate, if that is what you are looking for, including how to structure a speech, a format for judging\u00a0the content and skills\u00a0of the participants \u2013 useful for teacher observation or peer evaluation.\u00a0Other approaches described include\u00a0balloon and role play debates. Exemplification is given for role playdebates in bio-prospecting and badger culling.<\/p>\n

The booklet also contains starters for debates such as:<\/p>\n

\u00a0\u201dthis house believes the government should fund research on planet earth rather than the cosmos\u201d \u2013 ties in with the new National 4\/5 qualifications in Physics<\/p>\n

\u201cthis house would give up non essential flying to help curb dangerous climate change\u201d \u2013 ties in with the sustainability elements across a number of the new NQs including Environmental Science<\/p>\n

\u201cthis house would ban research on embryonic stem cells\u201d \u2013 ties in with the National 4\/5 qualifications in Biology and our published advice and guidance on Health and Disease.<\/p>\n

Each section includes \u201cfast facts\u201d, and suggested questions to ask \u2013 does an embryo have human rights? how do we know how old the universe is? how do we control nanoparticles in our environment; or artificial organisms we create?<\/p>\n

All of this is also available on the project website <\/a>where you can\u00a0 find out how schools are using the debates and the feedback from learners.<\/p>\n

If your learners need support in building confidence to speak in front of others, why not look back to our Debating in Schools resources published in 2007 which include Building Speaking Confidence: Guidance for first-time speakers<\/a>.<\/p>\n

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Within our recently published advice and guidance associated with the new NQs in science, there are a number of areas which would lend themselves to discussion in the classroom. What does this look like? What is the difference between learners … Continue reading →<\/span><\/a><\/p>\n","protected":false},"author":10944,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[4755,39,608,705,4756,84],"tags":[672,4835],"class_list":["post-480","post","type-post","status-publish","format-standard","hentry","category-forth","category-literacy","category-sciences","category-senior-phase","category-stem-contexts","category-third","tag-creativity","tag-skills-for-learning-life-work"],"jetpack_featured_media_url":"","_links":{"self":[{"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/STEMcentralinmotion\/wp-json\/wp\/v2\/posts\/480","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/STEMcentralinmotion\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/STEMcentralinmotion\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/STEMcentralinmotion\/wp-json\/wp\/v2\/users\/10944"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/STEMcentralinmotion\/wp-json\/wp\/v2\/comments?post=480"}],"version-history":[{"count":8,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/STEMcentralinmotion\/wp-json\/wp\/v2\/posts\/480\/revisions"}],"predecessor-version":[{"id":484,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/STEMcentralinmotion\/wp-json\/wp\/v2\/posts\/480\/revisions\/484"}],"wp:attachment":[{"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/STEMcentralinmotion\/wp-json\/wp\/v2\/media?parent=480"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/STEMcentralinmotion\/wp-json\/wp\/v2\/categories?post=480"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/STEMcentralinmotion\/wp-json\/wp\/v2\/tags?post=480"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}