Supportiveness of Existing Classroom Culture to the Implementation of Dialogic Teaching: Analysis of Teacher-Student Interaction in Physics Teaching and Learning

Hassen Worku; Mekbib Alemu

doi:10.29333/pr/11062

Full Text (PDF)

Hassen Worku ¹ ^* , Mekbib Alemu ²

More Detail

¹ Dessie College of Teacher Education, Department of Physics Education, ETHIOPIA² Addis Ababa University, Department of Science and Mathematics Education, ETHIOPIA^* Corresponding Author

Abstract

This case study presents the analysis of teacher-student interaction in physics classrooms. The participants of the study were three physics teachers and 131 students from three upper primary schools (Grades 7 and 8) of Ethiopia. Data for the study were collected through observation of eight video recorded physics lessons. The analysis of videos indicated the teacher-student interaction in the existing physics classrooms were characterized by the transferring of factual knowledge; Initiation-Response-Evaluation (IRE) and Initiation-Discussion-Computation-Response-Evaluation (IDCRE) types of interaction pattern; interactive/authoritative type of communication, evaluative feedback and use of low-level oral questions. Authoritative classroom communication, use of low-level questions, evaluative feedback; inappropriate intervention and support were the aspects of teacher-student interaction that seemed to influence the implementation of dialogic teaching as such type of classroom practices contradict the principles of dialogic teaching.

Keywords

classroom culture
dialogical teaching
Ethiopia
physics teaching and learning
primary school
teacher-student interaction

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

PEDAGOGICAL RES, Volume 6, Issue 3, July 2021, Article No: em0100

https://doi.org/10.29333/pr/11062

Publication date: 13 Jul 2021

Article Views: 1504

Article Downloads: 933

Open Access Disclosures References How to cite this article

Disclosure

Declaration of Conflict of Interest: No conflict of interest is declared by author(s).

Data sharing statement: Data supporting the findings and conclusions are available upon request from the corresponding author(s).

References

Abdela, B., & Kassahun, M. (2010). Qualitative exploration on the application of student-centred learning in mathematics and natural sciences: The case of selected general secondary schools in Jimma, Ethiopia. Ethiopian Journal of Education and Science, 6(1), 41-58. https://doi.org/10.4314/ejesc.v6i1.65380
Alexander, R. (2001). Culture and pedagogy. International Comparisons in Primary Education. Blackwell.
Alexander, R. (2006). Towards dialogic teaching: Rethinking classroom talk (3rd Ed.). Dialogs.
Aufschnaiter, C., Erduran, S., Osborne, J., & Simon, S. (2007). Argumentation and learning of science. In R. Pinto & D. Couso (Eds.), Contribution from science education research (pp. 377-388). Springer Dordrecht Heidelberg. https://doi.org/10.1007/978-1-4020-5032-9-29
Bathgatea, M., Crowellb, A., Schunna, C., Cannadyc, M., & Dorph, R. (2015). The learning benefits of being willing and able to engage in scientific argumentation. International Journal of Science Education, 37(10), 1590-1612. https://doi.org/10.1080/09500693.2015.1045958
Boyd, M. P., & Markarian, W. C. (2015). Dialogic teaching and dialogic stance: Moving beyond interactional form. Research in the Teaching of English, 49(3), 272-296.
Calcagni, E., & Lago, L. (2018). The three domains for dialogue: A framework for analysing dialogic approaches to teaching and learning. Learning, Culture and Social Instruction, 18, 1-12. https://doi.org/10.1016/j.lcsi.2018.03.001
Chin, C. (2006). Classroom interaction in science: Teacher questioning and feedback to students’ responses. International Journal of Science Education, 28(11), 1315-1346. https://doi.org/10.1080/09500690600621100
Chin, C. (2007). Teacher questioning in science classrooms: Approaches that stimulate productive thinking. Journal of Research in Science Teaching, 44(6), 815-843. https://doi.org/10.1002/tea.20171
Chiu, M. M. (2004). Adapting teacher interventions to student needs during cooperative learning: How to improve student problem solving and time on-task. American Educational Research Journal, 41(2), 365-399. https://doi.org/10.3102/00028312041002365
Daniel, D. (2004). Observations and reflections of the higher education teachers on the quality of teaching and learning in higher education in Ethiopia. The Ethiopian Journal of Higher Education, 1(1), 63-68.
Derebssa, D. S. (2006). Tension between traditional and modern teaching-learning approaches in Ethiopian primary schools. Journal of International in Education, 19(1), 123-140.
Garcia-Mile, M., & Anderson, C. (2007). Cognitive foundation of learning argumentation. In S. Erduran & M. P. Jimenez-Aleixandre (Eds.), Argumentation in Science Education (pp. 29-45). Springer Dordrecht Heidelberg. https://doi.org/10.1007/978-1-4020-6670-2_2
Gillies, R. M. (2017). Promoting academically productive student dialogue during collaborative learning. International Journal of Educational Research, 97, 200-209. https://doi.org/10.1016/j.ijer.2017.07.014
Graham, M., Milanowski, A., & Miller, J. (2012). Measuring and promoting inter-rater agreement of teacher and principal performance ratings. http://files.eric.ed.gov/fulltext/ED532068.pdf
Howe, C., & Mercer, N. (2007). Children’s social development, peer interaction and classroom learning [Primary Review], University of Cambridge, Faculty of Education.
King, A. (2002). Structuring peer interaction to promote high-level cognitive processing. Theory into Practice, 41, 33-40. https://doi.org/10.1207/s15430421tip4101_6
Lee, Y., & Kinzie, M. B. (2012). Teacher question and student response with regard to cognition and language use. Instructional Science, 40(6), 858-874. https://doi.org/10.1007/s11251-011-9193-2
Lefstein, A., & Snell, J. (2014). Better than best practice: Developing teaching and learning through dialogue. Routledge. https://doi.org/10.4324/9781315884516
Lemke, J. L. (1990). Talking science. Language, learning and values. Ablex.
Lyle, S. (2008). Dialogic teaching: Discussing theoretical contexts and reviewing evidence from classroom practice. Language and Education, 22(3), 222-240. https://doi.org/10.1080/09500780802152499
McNeil, K., Katsh-Singer, R., Geonzlez-Howard, M., & Loper, S. (2016). Factors impacting teachers’ argumentation instruction in their science classrooms. International Journal of Science Education, 38(12), 2026-2046. https://doi.org/10.1080/09500693.2016.1221547
Mekbib, A. (2015). Peer tutors led argumentation and Ethiopian pre-service teachers’ physics content achievement and physics epistemology (Unpublished doctoral dissertation). Addis Ababa University, Addis Ababa, Ethiopia.
Mekbib, A., Kind, V., Mesfin, B., Kassa, M., Mulugeta, A., Kind, P., & Rajab, T. (2019). The knowledge gap between intended and attained curriculum in Ethiopian teacher education: identifying challenges for future development. Compare: A Journal of Comparative and International Education, 1-18. https://doi.org/10.1080/03057925.2019.1593107
Mercer, N., & Howe, C. (2012). Explaining the dialogic processes of teaching and learning: The value and potential of sociocultural theory. Learning, Culture and Social Interaction, 1(1), 12-21. https://doi.org/10.1016/j.lcsi.2012.03.001
Mercer, N., & Littleton, K. (2007). Dialogue and the development of children’s thinking. Routledge. https://doi.org/10.4324/9780203946657
Molinari, L., Mameli, C., & Gnisci, A. (2013). A sequential analysis of classroom discourse in Italian primary schools: The many faces of the IRF pattern. British Journal of Educational Psychology, 83, 414-430. https://doi.org/10.1111/j.2044-8279.2012.02071.x
Mortimer, E. F., & Scott, P. H. (2003). Meaning making in secondary science classroom. Open University Press.
Muhonen, H., Rasku-Puttonen, H., Pakarinen, E., Poikkeus, A.-M., & Lerkkanen, M.-K. (2017). Knowledge-building patterns in educational dialogue. International Journal of Educational Research, 81, 25-37. https://doi.org/10.1016/j.ijer.2016.10.005
Osborne, J. (2012). The role of argument: Learning how to learn in school science. In B. J. Fraser, K. J. Tobin, & C. J. McRobbie (Eds.). Second international hand book of science education (pp. 933-949). Springer Dordrecht Heidelberg. https://doi.org/10.1007/978-1-4020-9041-7_62
Osborne, J., Erduran, S., & Simon, S. (2004). Enhancing the quality of argumentation in school science. Journal of Research in Science Teaching, 41, 994-1020. https://doi.org/10.1002/tea.20035
Rojas-Drummond, S., Maine, F., Alarcóna, M., Laura Trigoa, A., José Barrera, M., Mazón, N., Vélez, M., & Hofmann, R. (2017). Dialogic literacy: Talking, reading and writing among primary school children. Learning, Culture and Social Interaction, 12, 45-62. https://doi.org/10.1016/j.lcsi.2016.09.005
Rojas-Drummond, S., Torreblanca, D., Pedraza, H., Velez, M., & Guzman, K. (2013). Dialogic scaffolding: Enhancing learning and understanding in collaborative contexts. Learning, Culture and Social Interaction, 2, 11-21. https://doi.org/10.1016/j.lcsi.2012.12.003
Smart, J. B., & Marshall, J. C. (2013). Interactions between classroom discourse, teacher questioning, and student cognitive engagement in middle school science. Journal of Science Teacher Education, 24, 249-267. https://doi.org/10.1007/s10972-012-9297-9
Tadesse, M. (2017). Dialogic argumentation as pedagogy: Impact on preservice physics teachers’ conceptual understanding of mechanical waves (Unpublished doctoral dissertation). Addis Ababa University, Addis Ababa, Ethiopia.
Viiri, J., & Saari, H. (2006). Teacher talks pattern in science lessons: Use in teacher education. Journal of Science Teacher Education, 17, 347-365. https://doi.org/10.1007/s10972-006-9028-1
Webb, N., Franke, M. L., De, T., Chan, A. G., Freund, D., Shein, P., & Melkonian, D. K. (2009). ‘Explain to your partner’: Teachers’ instructional practices and students’ dialogue in small groups. Cambridge Journal of Education, 39(1), 49-70. https://doi.org/10.1080/03057640802701986
Wells, G. (1993). Re-evaluating the IRF sequence: A proposal for the articulation of theories of activity and discourse for the analysis of teaching and learning in the classroom. Linguistics and Education, 5(1), 1-37. https://doi.org/10.1016/S0898-5898(05)80001-4
Wilkinson, I. I. G., Reznitskaya, A., Bourdage, K., Oyler, J., Glina, M., Drewry, R., Kim, M.-Y., & Nelson, K. (2017). Toward a more dialogic pedagogy: Changing teachers’ beliefs and ractices through professional development in language arts classrooms. Language and Education, 31(1), 65-82. https://doi.org/10.1080/09500782.2016.1230129

How to cite this article

APA

Worku, H., & Alemu, M. (2021). Supportiveness of Existing Classroom Culture to the Implementation of Dialogic Teaching: Analysis of Teacher-Student Interaction in Physics Teaching and Learning. Pedagogical Research, 6(3), em0100. https://doi.org/10.29333/pr/11062

Vancouver

Worku H, Alemu M. Supportiveness of Existing Classroom Culture to the Implementation of Dialogic Teaching: Analysis of Teacher-Student Interaction in Physics Teaching and Learning. PEDAGOGICAL RES. 2021;6(3):em0100. https://doi.org/10.29333/pr/11062

AMA

Worku H, Alemu M. Supportiveness of Existing Classroom Culture to the Implementation of Dialogic Teaching: Analysis of Teacher-Student Interaction in Physics Teaching and Learning. PEDAGOGICAL RES. 2021;6(3), em0100. https://doi.org/10.29333/pr/11062

Chicago

Worku, Hassen, and Mekbib Alemu. "Supportiveness of Existing Classroom Culture to the Implementation of Dialogic Teaching: Analysis of Teacher-Student Interaction in Physics Teaching and Learning". Pedagogical Research 2021 6 no. 3 (2021): em0100. https://doi.org/10.29333/pr/11062

Harvard

Worku, H., and Alemu, M. (2021). Supportiveness of Existing Classroom Culture to the Implementation of Dialogic Teaching: Analysis of Teacher-Student Interaction in Physics Teaching and Learning. Pedagogical Research, 6(3), em0100. https://doi.org/10.29333/pr/11062

MLA

Worku, Hassen et al. "Supportiveness of Existing Classroom Culture to the Implementation of Dialogic Teaching: Analysis of Teacher-Student Interaction in Physics Teaching and Learning". Pedagogical Research, vol. 6, no. 3, 2021, em0100. https://doi.org/10.29333/pr/11062