Introducing Dialogic Teaching to Science Student Teachers

Lehesvuori, Sami; Viiri, Jouni; Rasku‐Puttonen, Helena

doi:10.1007/s10972-011-9253-0

Cited by 45 publications

(45 citation statements)

References 44 publications

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“…It was especially noteworthy that Alice had high levels of cumulation as this was proven difficult in previous studies (Lehesvuori, Viiri, and Rasku-Puttonen 2011;. One possible explanation for the difference between Alice and Mitchell could be the age of the students; as Alice's students were 17-18-year olds they may have been more capable of engaging in dialogue through building on each others' ideas.…”

Section: Discussionmentioning

confidence: 91%

“…Each teacher changed his/her classroom practice, especially with regard to the degree to which teachers encouraged their students to reflect on their mathematical knowledge. Lehesvuori, Viiri, and Rasku-Puttonen (2011) studied the implementation of the communicative approach in initial teacher education while focusing on the dialogic aspect of this approach. The communicative approach (Scott, Mortimer, and Aguiar 2006) consists of four classes of communication along the two dimensions authoritative/dialogic and interactive/non-interactive.…”

Section: Promoting Dtmentioning

confidence: 99%

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Two secondary teachers’ understanding and classroom practice of dialogic teaching: a case study

Pol

Brindley

Higham

2017

Educational Studies

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Dialogic Teaching (DT) is effective in fostering student learning; yet, it is hard to implement. Little research focused on secondary teachers' learning of DT and on the link between teachers' understanding and practices, although these two are usually strongly intertwined. Using a wide range of evidence, this case study systematically investigated and compared two secondary teachers' understanding and practice of DT during their participation in a continuing professional development programme (CPDP). The CPDP appeared effective to some extent. The History teacher's understanding of DT, i.e. being a co-learner, appeared highly effective in implementing DT, whereas the Mathematics teacher's understanding of DT, i.e. creating a democratic learning environment, seemed only effective to some extent. Focusing on both teachers' understanding and practice when developing DT seemed fruitful in explaining differences in practice. Future research could further explore to what extent understanding DT as being a co-learner facilitates professional development.

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Section: Discussionmentioning

confidence: 91%

Section: Promoting Dtmentioning

confidence: 99%

Two secondary teachers’ understanding and classroom practice of dialogic teaching: a case study

Pol

Brindley

Higham

2017

Educational Studies

View full text Add to dashboard Cite

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“…Within the second research aim, this study provides further insights into explicit ways for using dialogicity to present and convey student-centeredness. We show that dialogicity is possible in science classrooms and in different cultures despite challenges acknowledged with dialogic implementation [41,42]. However, we cannot build causal link between curricula and practice here, yet the insights explored are used to discussion on this matter so that dialogicity would become more everyday than infrequent.…”

mentioning

confidence: 87%

“…This episode links the previous (assignment of inquiries) and forthcoming (inquiry-phase) episodes meaningfully together. The teacher opens up the floor for student inquiry, adopting the structure of an Argument-Driven-Inquiry (ADI) [52] and dialogic inquiry-based learning [42]. The common point for both approaches is that pre-existing ideas are considered before the actual inquiry phase.…”

Section: Example 2: Hong Kong-balancing Dialogicity and Purposefulnessmentioning

confidence: 99%

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

et al. 2017

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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.

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Visualizing communication structures in science classrooms: Tracing cumulativity in teacher‐led whole class discussions

et al. 2013

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Teacher-led whole class discussions are essential when it comes to guiding students' construction of knowledge, and recent studies on teaching and learning emphasize the need for more studentcentered teaching methods. In previous studies, the extent to which different types of communication take place in the classroom have been extensively reported by means of lists, tables, and charts, yet these studies have not included overviews of how talk develops and progresses over time. This study addresses this aspect by presenting how different communicative approaches constitute a specific, cumulative communication structure. Within this structure, the role and temporal considerations of a dialogic approach to teaching are examined within a teaching sequence on the topic of electrical power and energy. The case data were analyzed on multiple levels. First, teaching sequences were presented graphically to provide a broader picture of the communicational orientation of the overall lesson. Second, a detailed analysis of dialogic interactions was executed to understand the quality and role of these interactions on a broader communicational level. This multilevel analysis provides insights into the different purposes and quality of dialogic implementation in terms of the cumulative and meaningful learning of science. Implications for teaching and teacher education and educational research are also discussed. # 2013 Wiley Periodicals, Inc. J Res Sci Teach 50: 912-939, 2013

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Introducing Dialogic Teaching to Science Student Teachers

Cited by 45 publications

References 44 publications

Two secondary teachers’ understanding and classroom practice of dialogic teaching: a case study

Two secondary teachers’ understanding and classroom practice of dialogic teaching: a case study

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

Visualizing communication structures in science classrooms: Tracing cumulativity in teacher‐led whole class discussions

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