Dialogic educational approaches in Ibero-American countries

Fernández-Cárdenas, Juan Manuel; Reyes-Angona, Sergio

doi:10.4324/9780429441677-10

Cited by 2 publications

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“…The study was a qualitative study aimed at developing a deep description of student-tostudent talk and questioning during a technology and design unit, drawing on Dialogism, a branch of socio-cultural theory, born from the works of Vygotsky (Fernandez-Cardenas & Reyes-Angona, 2020).…”

Section: Methodsmentioning

confidence: 99%

Exploring the nature and role of student-to-student talk and questioning among young children in technology and design education

Fox-Turnbull

2023

Int J Technol Des Educ

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Classroom conversation between students is complex and used for multiple reasons every day. Student dialogue also allows teachers insight into student's learning. This article presents findings from a qualitative study that used dialogism, a branch of sociocultural theory, to investigate in depth student to student (inter-student) questioning learning in technology in junior primary classrooms in small town in rural South Island, New Zealand. Inter-student dialogue was investigated while students from Year 0–4 undertook a technology unit to design and make props and costumes for their class item in the up-coming school production.In this study insight was gained into aspects of development of student understanding in and of technology through the recording and analysis of inter-student talk, observation, analysis of work samples and focus group interviews with the students and their teachers. It also allowed insight into students’ views of the value of talking with their peers. This study aimed to contribute specifically to the fields of classroom dialogue, student learning, formative assessment and technology education. Three key findings are reported, the first related to teachers’ views of classroom talk. Both were aware of the value of talk in the classroom but struggled to implement in-depth student dialogue for a range of reasons. The second finding focused on students’ views on talk. Initially students recognised that they used questions to ask their teacher, peers, or parents for help, however after the study the data showed that a more sophisticated understanding of dialogue emerged. The third key findings focused on the nature of students’ questions while undertaking technology practice. Findings showed that social interaction played a key role in developing participants’ understanding of technology and that they used questioning to clarify, collaborate, support and defend themselves.

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Section: Methodsmentioning

confidence: 99%

Exploring the nature and role of student-to-student talk and questioning among young children in technology and design education

Fox-Turnbull

2023

Int J Technol Des Educ

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Aportes de la mayéutica socrática a la educación dialógica

Vargas-González

Carvajal

2023

soph

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La educación tiene una vasta historia que la ha hecho transitar por diferentes posturas epistemológicas, pragmáticas y ontológicas, situación que ha enriquecido su acervo teórico y práctico. La filosofía es, entre otras, una de las ciencias en las que se ha apoyado la educación parar reflexionar sobre su ser y su hacer. Especialmente, uno de estos sustentos actuales es el pensamiento filosófico sobre el diálogo, que ha ayudado a fortalecer lacorriente de la educación dialógica tanto desde su aporte como desde su crítica, aspectos inherentes a la reflexión filosófica. Sin embargo, es evidente que esta corriente de la educación no ha considerado lo suficiente la postura de la mayéutica socrática en su reflexión. Por ello, este artículo tiene como objetivo proponer unos elementos a laeducación dialógica desde el estudio de la mayéutica socrática, para lo cual se utiliza una metodología de enfoque cualitativo y de corte hermenéutico. Los principales resultados de la investigación muestran que la educación dialógica amplía su horizonte desde los supuestos socráticos de la mayéutica en dos aspectos particulares: en primer lugar, la mayéutica invita a recuperar la pregunta y la capacidad de preguntarse, y, en segundo lugar, demuestra que el conocimiento para ser significativo debe ser una conquista y un descubrimiento del propioestudiante mediado por el diálogo consigo mismo, con los otros y con lo otro.

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Dialogic educational approaches in Ibero-American countries

Cited by 2 publications

References 1 publication

Exploring the nature and role of student-to-student talk and questioning among young children in technology and design education

Exploring the nature and role of student-to-student talk and questioning among young children in technology and design education

Aportes de la mayéutica socrática a la educación dialógica

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