Dialogic teaching in the primary science classroom

Mercer, Neil; Dawes, Lyn; Staarman, Judith Kleine

doi:10.1080/09500780902954273

Cited by 172 publications

(57 citation statements)

References 16 publications

(14 reference statements)

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“…Lesson plans, lessons and reflective feedback sessions revealed that student teachers are able to challenge the traditional forms of teaching by including untypical (Mercer et al, 2009) dialogic approaches in their field practice. The additional group-interviews shed light on these experiences, highlighting the positive influence of the dialogic teaching program on student teachers' awareness of teacher-talk (themes 1-3).…”

Section: Discussionmentioning

confidence: 99%

“…While authoritative approaches are relatively easily found within science education research and hold an important place in classroom communication, dialogic approaches are more uncommon (Mercer, Dawes, & Staarman, 2009). Nevertheless, elements of dialogic teaching, such as questioning to stimulate and extend pupils' thinking (Chin, 2007) and elaborating on pupil responses, have been reported as valuable motivational factors in science education.…”

Section: Introductionmentioning

confidence: 99%

“…Classroom interaction is still commonly dominated by lecturing or closed questions followed with evaluative feedback (e.g., Mercer et al, 2009;Molinari & Mameli, 2010) typically defined as the IRF-pattern, in which I stands for teacher's initiation, R for pupil's response and F…”

Section: Introductionmentioning

confidence: 99%

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Introducing Dialogic Teaching to Science Student Teachers

Lehesvuori¹,

Viiri²,

Rasku‐Puttonen³

2011

Journal of Science Teacher Education

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It is commonly believed that science teachers rely on language that allows only minor flexibility when it comes to taking into account contrasting views and pupil thoughts. Too frequently science teachers either pose questions that target predefined answers or simply lecture through lessons, a major concern from a sociocultural perspective. This study reports the experiences of science student teachers when introduced to the Communicative Approach to science education drawing on dialogic teacher-talk in addition to authoritative teacher-talk. This approach was introduced to the students in an interventional teaching program running parallel to the student teachers' field practice. The practical implications of this approach during initial teacher education are the central focus of this study. The data consisting of videos of lessons and interviews indicate that the student teacher awareness of teacher-talk and alternative communicative options did increase. Student teachers reported greater awareness of the different functions of teacher-talk as well as the challenges when trying to implement dialogic teaching.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Introducing Dialogic Teaching to Science Student Teachers

Lehesvuori¹,

Viiri²,

Rasku‐Puttonen³

2011

Journal of Science Teacher Education

View full text Add to dashboard Cite

show abstract

“…Mercer, Dawes & Staarman, 2009). However, within the literature there is some support to the view that the influence of peers can exacerbate theory/evidence non-differentiation, making theory-led behaviours more or less inevitable.…”

Section: Introductionmentioning

confidence: 99%

The Experimenter Expectancy Effect: An Inevitable Component of School Science?

Allen¹

2015

Research in Education

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ABSTRACT:A medium-scale quantitative study (n=99) found that 10-11 year-old pupils dealt with theory and evidence in notably different ways, depending on how the same science practical task was delivered. Under the auspices of a part-randomised and part-quasi experimental design, pupils were asked to complete a brief, apparently simple task involving scientific measurement. One half of the sample carried out the task in a naturalistic whole class context; the other half worked as lone experimenters in solitary conditions where accuracy of measurement was promoted. In the whole class setting pupils exposed to an illustrative lesson displayed behaviour indicative of experimenter expectancy, tending to differentiate theory and evidence to a lesser degree than pupils who experienced an enquiry lesson. In addition, during the illustrative lesson many of the pupils were biased towards their theories in ways that lay well beyond those intended by the research design. In the solitary setting pupils performed equally well with both illustrative and enquiry treatments.Implications are discussed in the light of the problems of excessive pupil theory/dataladeness. Finally, the advantages and disadvantages of exposing young learners to more authentic versions of professional science are considered.

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“…But teachers have few strategies at their disposal to maximise the power of talk, despite their enthusiasm (Mercer, Dawes & Staarman Kleine 2009). In addition, there are such pressures on time for quality talk in classrooms that teachers need a developing pedagogical repertoire for improving it (Braund 2009).…”

Section: Challenges Of Using Group Talk As a Toolmentioning

confidence: 99%

Emerging thoughts on an approach to engaging pupils in effective group talk in science

Hewitt

2012

Education 3-13

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Group talk opportunities in science can be a rich site for conceptual change. The role of the teacher is vital in scaffolding the exploratory talk which can lead children to talk their way to new understandings and clarify their ideas with peers. This study aims to uncover teacher strategies which lead to effective talk for developing scientific understanding. The findings of this small scale ethnographic case study suggest that the temporal organisation, the way in which the teacher organises the timing of group discussion activities, may have an impact upon the nature of the pupils' dialogue.

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Dialogic teaching in the primary science classroom

Cited by 172 publications

References 16 publications

Introducing Dialogic Teaching to Science Student Teachers

Introducing Dialogic Teaching to Science Student Teachers

The Experimenter Expectancy Effect: An Inevitable Component of School Science?

Emerging thoughts on an approach to engaging pupils in effective group talk in science

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