Challenging Transmission Modes of Teaching in Science Classrooms: Enhancing Learner-Centredness through Dialogicity

Abstract

There is an ongoing reform towards more inquiry-based teaching in school curriculum policy in South Africa. Reform towards more inquiry-based approaches is already integrated in pre-service teacher education programmes. As inquiry-based approaches have been gaining momentum worldwide, there is an increasing concern that dialogic interaction in classroom communication is being neglected. This is especially within teacher-orchestrated classroom interactions that should foster greater learner centredness and thus authentic scientific inquiry. In learner-centred teaching approaches, student contributions should be explicitly taken into account as part of classroom interactions in science. Learner-centred approaches provide the rationale for improved interaction, especially when student contributions should be considered within teacher-orchestrated communications. The aim of this study is to bring forth indicators that are connected to different forms of interactions and complement the dialogicauthoritative categorization through in-depth analysis of two lesson transcript examples. Even though over-authoritative and even transmission modes of communication seemed to prevail in South African classrooms, it is through finding building blocks for dialogicity this status can be challenged towards more learner-centred interaction. The explicitness of dialogicity and fundamentally contrasting differences between examples of dialogic and authoritative approaches are presented through the in-depth analysis of classroom interactions of two case episodes. Implications for teaching and teacher education are discussed.

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

“…In addition to dialogic features presented we think that supportivity, as obvious as it may seem, plays an essential role in breaking down the prevailing authoritative norms of interaction [48]. It is through supportivity that teachers can go beyond right and wrong and practice student-centeredness and dialogicity.…”

“…Although the communicative approach has been useful in categorising classroom interactions, it is not sufficient for categorising curricular descriptions. This study analyzes the selected dialogic examples using dialogic indicators [19,48] derived from Alexander's dialogic teaching framework, presented in Table 1, to understand how the curricula are manifested in the classroom. Our interpretations of the classroom interactions follow the general principles of sociocultural discourse analysis [6].…”

“…Furthermore we couldn't provide illustrative examples of all the principles in both curricula and interactions in this manuscript (see [48] for more classroom examples).…”

Enhancing Dialogic Argumentation in Mathematics and Science

“…In other words, we will focus on "Theme A: Dialogicity -Creating a space for dialogic argumentation" (see Figure 1). The video analysis included consideration of dialogic/authoritative indicators (Lehesvuori, Ramnarain, & Viiri, 2017). Dialogic indicators address interactional moves in dialogue, including open questions (Chin, 2007), commenting on ideas that emerge in lessons, stating and explaining points of view, and being given ample time for thinking (Lehesvuori, Ramnarain, & Viiri, 2017).…”

“…The video analysis included consideration of dialogic/authoritative indicators (Lehesvuori, Ramnarain, & Viiri, 2017). Dialogic indicators address interactional moves in dialogue, including open questions (Chin, 2007), commenting on ideas that emerge in lessons, stating and explaining points of view, and being given ample time for thinking (Lehesvuori, Ramnarain, & Viiri, 2017). Students need the support of the teacher, who in turn must be sensitive to student initiatives (Aguiar, Mortimer, & Scott, 2010) and able to use talk to provide continuity and ensure reciprocity.…”