How primary school students in Sweden and England discuss global warming

Abstract

This study identifies and categorizes the discursive repertoires used by 9-10 year old children in Sweden and England during discussions about the socio-scientific issue of global warming. School science is a community of practice where student identities and discourses can be expressed and developed, and the research focuses on how the use of repertoires is related to the identities the students express in their discussions. It explores what repertoires become important in the discussions, which identities the students express, and what differences there are between children's discussions in Sweden and England. The children discussed four possible options that a government might consider to help reduce global warming. Findings indicate that children in both countries use a range of similar repertoires when discussing global warming. When these repertoires are in conflict with each other, students have to 'renegotiate' their own identities. Socio-economic status appears to have an effect on the intensity and depth of argument in the Swedish schools, whereas in the English schools the level and quality of argument seemed to be more closely connected to children's familiarity with a discursive classroom environment. Young children seem capable of applying a variety of arguments that are logical to them according to the repertoire(s) they employ, but we must encourage changes to pedagogical practice that enable all children to engage in such socio-scientific discussions.