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This article describes a pilot study following on from a curriculum development activity with teachers and children in primary school classrooms, using a framework for group discussion developed by Huthwaite International. The Centre for Science Education at Sheffield Hallam University and Huthwaite International worked with teachers from three schools to explore the hypothesis that verbal behaviour analysis (VBA) techniques could enhance children's talk within group discussion in science lessons. Questionnnaire responses from children are highlighted and teachers' perceptions of the value of the approach reviewed. The results indicate that teachers considered VBA a useful strategy to enhance classroom talk across the curriculum. Further study would be required to fully appreciate the effect of VBA on science learning.
