The Socratic Questioner: Teaching and Learning in the Dialogical Classroom

Brogan, Bernard R.; Brogan, Walter

doi:10.1080/00131729509336404

Cited by 14 publications

(3 citation statements)

References 3 publications

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“…They focus on teachers identifying student misconceptions and then helping to promote student conceptual change towards science ideas. Research indicates that the questioning-teaching approach can be helpful because it not only facilitates student reflection on ideas but is also effective for gaining insight into students' prior concepts, and for promoting higher-order thinking (Brogan and Brogan 1995;Julian 1995;Nola 1997). Student alternative conceptions are acknowledged which can encourage them to construct meaning for the natural world (Driver et al 1985).…”

Section: Interactive Teachingmentioning

confidence: 97%

Senior High School Student Biology Learning in Interactive Teaching

Lu¹,

Cowie

Jones

2008

Res Sci Educ

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This paper reports Grade 12 students' biology learning during interactive teaching classes in 2001 in Taiwan. The researcher as teacher, working within an interpretive framework, set out to improve her senior high school student biology teaching and learning. An intervention based on a social constructivist view of learning was designed, implemented and evaluated. The findings of this study indicate that intervention students' cognitive development was facilitated, their reasoning and social abilities were enhanced, and they enjoyed the lessons more. Their first term examination outcomes were comparable with those in the traditional teaching classes. This study, therefore, provides an example for how interactive teaching, based on a social constructivist view of learning, can be effectively used for teaching and learning biology in the senior high school in Taiwan.Keywords A social constructivist view of learning . Interactive teaching . Pedagogical approaches Senior High School Biology LearningIn the senior high school biology classroom, it seems that an absence of dialogue promotes the use of memorisation and rote learning as productive learning approaches for biology students (Lock 1998). Moreover, when content is taught in isolation from contexts which give it relevance, students are often not able to make connections between theory and real

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Section: Interactive Teachingmentioning

confidence: 97%

Senior High School Student Biology Learning in Interactive Teaching

Lu¹,

Cowie

Jones

2008

Res Sci Educ

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“…Instead, the questions should be guided by the solution, organized by a hierarchy of difficulty, and be stimulating enough for students to evaluate their own concepts [22]. For studies on questioning, we can refer to the research by Brogan and Brogan [23]. Questioning is also a key characteristic in the inquiry teaching method.…”

Section: Principles Of Socratic Dialoguementioning

confidence: 99%

Socratic-Dialectic Learning System of Recursion Programming

Chang

Lin

Sung

et al. 2000

Journal of Educational Computing Research

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The purpose of this research was to construct a recursion programming learning system based on Socratic dialogue. Since recursion programming learning relates to the formation and evolution of mental models, the learning may not be effective if teachers rely only on simply telling the students the standard solutions. Instead, teachers should urge the students to consider the mistakes and contradictions discovered by themselves in the learning process. Socratic dialogue is applied as a dialectic method, which presents questions to students and encourages them to reflect on their own thinking. In this study, we explored the fundamental Socratic dialogue reasoning principles and implemented these principles through production rules. This Socratic-dialectic learning system was implemented using database techniques and evaluated by an empirical study. According to the experimental results, the Socratic dialogue was proven to have positive impact on recursion programming learning.

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“…There is a rich and varied reference literature describing the Socratic method. This literature details aspects of the method itself [2][3][4][5][6][7] and modifications or extensions of it [8][9][10][11] . The Socratic method has been applied to teach aspects of political science 12,13 , secondary school 14,15 , and education philosophy [16][17][18] .…”

Section: Introductionmentioning

confidence: 99%

Raising The Level Of Questioning In The Undergraduate Che Curriculum

Muscat

1999 Annual Conference Proceedings

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Planned class discussion based on the Socratic method was used to teach undergraduate chemical engineering thermodynamics and chemical reactor design courses at the University of Arizona. The primary objective of the class discussions was to develop critical thinking skills. A combination of outside and inside of class elements was used to try and create the most favorable setting for in-class discussions. The questions were chosen by the professor and planned ahead of lecture to uncover how to approach problems and derive insights. Two discussions varying in length from five to ten minutes were planned for each class meeting. When asked on self-assessments, students found this learning approach unsettling because they were put on the spot and felt embarrassed if they could not give what they believed was a correct answer. Nevertheless, students found value in practicing verbal skills and in being guided. The discussions gave the professor an opportunity to quickly change the pace and mode of learning in the classroom, to personally interact with each student several times over the span of a semester, and to guide students interactively. The average scores on exam problems that required higher level thinking skills was 70-80% which is in the same range as the average scores on knowledge-based problems. The exam results provide some measure that higher level thinking skills were improved.

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The Socratic Questioner: Teaching and Learning in the Dialogical Classroom

Cited by 14 publications

References 3 publications

Senior High School Student Biology Learning in Interactive Teaching

Senior High School Student Biology Learning in Interactive Teaching

Socratic-Dialectic Learning System of Recursion Programming

Raising The Level Of Questioning In The Undergraduate Che Curriculum

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