In Search of Dialogicity: A Comparison of Curricular Documents and Classroom Interactions from Finland and Hong Kong

Abstract

Abstract:The prevailing consensus is that science teaching should be more student-centered and guide learners towards more phenomenon-based and authentic problem-solving activities. This approach is reflected in educational policies and recently reformed curricula. However, there is limited research on how these frameworks actually manifest in curricula and how to facilitate student-centered pedagogy. In this study, we examine the student-centered features of the curricula of two countries: Finland and Hong Kong. Student-centeredness in the classroom can be assessed using the principles of dialogicity. Dialogic principles underpin student-centeredness, particularly in teacher-orchestrated whole-class discussions. Dialogic interactions include mutual consideration of different and even diverging views. This study first reviews the dialogic themes in the curricula, then explores the ways in which student-centered approaches can be realized in practice by analyzing the dialogic interactions in two classroom examples. The dialogic themes identified in the curricula are considered in the context of the classroom examples. As science classroom interactions are still prevailingly teacher-centered and authoritative, the insights into alternative approaches generated by the examples are discussed. This study prepares the context for further discussion of curricular development, dialogicity and its implications for teaching and teacher education.

Understanding Early Childhood Science Education: Comparative Analysis of Australian and Finnish Curricula

“…Both the curricula texts were read through by the researchers in each country to identify the key contents of science education in each selected component (see Table 1). Key terms were initiated from the Australian and Finnish curricula text supported by research literature (Fleer 2013(Fleer , 2018Garvis et al 2013;Inoue et al 2017;Lehesvuori et al 2017). The key terms were then also derived and linked to the elements of the constructivist curriculum framework (Branscombe et al 2014).…”

“…inquiry-or phenomenon-based learning, scientific argumentation, experimentation, exploration, discovery learning). More generally, instructional strategies are used to cover the various aspects of sequencing and organizing science content, specifying learning activities and deciding how to deliver content and assessment (Lehesvuori et al 2017). Although the identified themes are mainly based on Van den Akker's (2010) curricula components, it was imperative to analyse the data from the specific nature of EC pedagogical and instructional dimensions as well as the constructivist perspectives (Fleer 2013(Fleer , 2018.…”

“…Studies have shown how effective focus on early childhood science education produces better achievements in the later school years and how the elements (or prerequisites) of scientific thinking might emerge in the early years (Fleer 2013(Fleer , 2018Tao et al 2012). However, the research focusing on the early childhood (EC) context has been limited, and there is a large variation in the role of science education in EC curriculum and related policy guidance (Garvis et al 2013;Lehesvuori et al 2017).…”

Teacher orchestration of classroom interaction in science: exploring dialogic and authoritative passages in whole-class discussions

“…Furthermore, there are even fewer studies applying this explicitness to theory development on how authoritative and dialogic passages build on each other. Delving into the challenge of orchestrating meaningful classroom discussion could provide educational researchers and educators with more information about why dialogicity is so infrequent in science classrooms, despite it being increasingly adapted to curricula through studentcenteredness (Finnish National Board of Education [FNBE], 2016;Lehesvuori, Chan, Ramnarain, & Viiri, 2017) and teacher education through interventions (Sedova, Sedlacek, & Svaricek, 2016;Lehesvuori, Hähkiöniemi, Jokiranta, Nieminen, Hiltunen, & Viiri, 2017).…”

Exploring Barriers to Teaching Science to Hearing Impaired Learners in Lesotho Secondary School

“…This may lie with the idea that teaching, as important as it is, maybe a demanding task for teachers, as they need not only to find the resources relevant to diverse learners' needs but are also bound to manage their time well (Hankebo, 2018). This is based on the global shift for teachers to use a learner-centered approach when teaching Science (Lehesvuori, Ramnarain & Viiri, 2017). With this approach learners' differences are considered while actively engaging them in learning.…”