Coding classroom dialogue: Methodological considerations for researchers

Hennessy, Sara; Howe, Christine; Mercer, Neil; Vrikki, Maria

doi:10.1016/j.lcsi.2020.100404

Cited by 77 publications

(43 citation statements)

References 60 publications

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“…The importance of language as the primary mediator in the development of knowledge according to Vygotsky (1986) focuses this research on the discourse that plays out in a classroom. The focus on classroom talk as playing a key role in learning is well established in the literature (Hennessy et al, 2020;Cazden, 2001;Boyd, 2015;Mercer, 2005). While Vygotsky provides a sound theoretical understanding of the linking of scientific and spontaneous concepts, his work does not provide a clear operationalisation of how this can happen in a classroom.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Investigating the Double-Move in Pedagogy in a Grade 4 Namibian Science Classroom: A Cultural Historical Analysis

Hardman¹,

Set²

2021

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This paper investigates how a teacher in a rural school in Namibia teaches science. Of interest to us is the nature of the classroom discourse in constructing scientific knowledge that is meaningful to students. We draw on the work of Vygotsky (1978) in order to understand teaching/learning as dialectically entailed and to understand the notion of scientific and spontaneous concepts as distinct from science concepts, and operationalise his pedagogical theory utilising Hedegaard's (1998) notion of the double-move in pedagogy as fundamental to meaningful engagement. Through a detailed analysis of one teacher's pedagogical discourse we show how the linking of scientific and spontaneous concepts can either facilitate or hinder learning. Our analysis points to the importance of co-constructing meaning in the class, between teacher and taught and illustrates how analogies and metaphors can fail to create meaning in a classroom if the teacher does not recruit the learners' own everyday concepts.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Investigating the Double-Move in Pedagogy in a Grade 4 Namibian Science Classroom: A Cultural Historical Analysis

Hardman¹,

Set²

2021

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“…Conflicting views can be identified and resolved collaboratively when participants are working as a community of inquirers (Chan, 2012), but this form of participation often leads to problem solving through creative thinking and inquiry, is open-ended and crucially conducted with others in the group. In this process of joint knowledge building using interactions, participants are active rather passive through exploring, transforming, comparing, coordinating and analyzing different ideas (Hennessy, 2020;Elbers, 1996;Mercer, 2000;Rogoff, 1990). Through these interactions, participants usually make influential responses commonly through elaborating, clarifying and building on previous contributions made by themselves and others in the group (Hennessy, 2020;Elbers, 1996;Mercer, 2000;Rogoff, 1990).…”

Section: Introductionmentioning

confidence: 99%

“…In this process of joint knowledge building using interactions, participants are active rather passive through exploring, transforming, comparing, coordinating and analyzing different ideas (Hennessy, 2020;Elbers, 1996;Mercer, 2000;Rogoff, 1990). Through these interactions, participants usually make influential responses commonly through elaborating, clarifying and building on previous contributions made by themselves and others in the group (Hennessy, 2020;Elbers, 1996;Mercer, 2000;Rogoff, 1990). The quality of these interactions is therefore paramount (Hennessy et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

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On-Line Collaborative Knowledge Building in Higher Education: Testing a Quantitative Model

2020

Proceedings of the 17th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2020)

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Upto now, the knowledge building influence of the fundamental communicative functions during an on-line collaborative learning (OLCL) session, i.e. argumentative, responsive, elicitative, informative and imperative have been mainly based on results from qualitative studies, results that could have been strengthened by quantitative approaches. Starting from a literature review, we formulate a dual quantitative model of an on-line collaboration knowledge building (OCKB) that described these communicative functions, and aim to validate this model in a computer science topic related OCKB with a total of n=44 participants. Corpuses are collected for manual dialog act coding and communicative function variable calculations. A regression analysis failed to provide for the hypothesized model on seven of the eight tests on the basis of quantitative data. Findings suggest the imperative communication function best explain the assessment results statistically alone and in some significance in combination with some of the other communicative functions.

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“…It can occur between teachers and students in whole-class settings or in small groups where students discuss problems by themselves (Walsh, 2011). The initiation-response-feedback/evaluation pattern (IRF/E) is prevalent in terms of distinguishing classroom dialogue and is frequently followed in practice, yet the pattern itself is less reflective of the learning functions of dialogue (Hennessy et al., 2020; Sinclair & Coulthard, 1975). Increasingly, more studies have turned to explore the value of productive forms of classroom dialogue.…”

mentioning

confidence: 99%

A Topic-Based Bibliometric Analysis of Two Decades of Research on the Application of Technology in Classroom Dialogue

Hao

Chen

Song

2020

Journal of Educational Computing Research

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With growing interest in technology and its application within education, an increasing volume of research literature concerning the utilisation of technology in classroom dialogue has become available. To provide a comprehensive overview of the research area, this paper reports the results of topic-based bibliometric analysis of relevant articles published from 1999 to 2018. Trends in articles and citations, productive institutions, countries/regions and journals are identified. Vital research interests in the research area and how have they evolved over time have been specified and visualised. Interest in the application of technology in classroom dialogue has grown significantly during the past 20 years and will continue to expand. The USA is the top productive country in the field, and countries/regions and institutions that display a large number of international collaborations are likely to be influential. Topic analysis highlights the existing prominence of research in the areas of Dialogue, Settings, Collaboration and Information communications technology, as well as increasing interest in Learning achievement and Teacher professional development. Findings obtained in this study could potentially help promote the use of technology in classroom dialogue, and provide suggestions for scholars and project investigators in (re)allocating research resources.

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Coding classroom dialogue: Methodological considerations for researchers

Cited by 77 publications

References 60 publications

Investigating the Double-Move in Pedagogy in a Grade 4 Namibian Science Classroom: A Cultural Historical Analysis

Investigating the Double-Move in Pedagogy in a Grade 4 Namibian Science Classroom: A Cultural Historical Analysis

On-Line Collaborative Knowledge Building in Higher Education: Testing a Quantitative Model

A Topic-Based Bibliometric Analysis of Two Decades of Research on the Application of Technology in Classroom Dialogue

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