Implications for Social Impact of Dialogic Teaching and Learning

Abstract

The science of dialogic teaching and learning has especially flourished over the last four decades across age-groups, cultures, and contexts. A wide array of studies has examined the uniqueness of dialogue as a powerful tool to lead effective instructional practices, transform the socio-cultural context and people's mindsets, among many others. However, despite the efforts to extend the benefits of this approach, certain difficulties exist which have hindered the consolidation of dialogic pedagogies in the classroom. This review discusses the implications for social impact of the scientific developments on dialogic teaching and learning. Particularly, an overview of the state of the art on dialogic education is presented. Social improvements in academic attainment and social cohesion are some of the fundamental issues discussed. Those are especially relevant to address crucial needs in education and solve some of the most pressing social problems. A communicative mix-methods approach emerges as one of the critical aspects of this field of research in educational psychology to achieve social impact. Some limitations, such as teachers sustaining different forms of monologic discourse, and challenges for a broader impact are discussed in this review.

Dialogic Learning Environments That Enhance Instrumental Learning and Inclusion of Students With Special Needs in Secondary Education

“…We can conclude that IGs, DLG, and CoT in Sorolla School are increasing the opportunities to create learning environments closer to a fully inclusive learning situation for children with special needs. Our findings contribute to a research interest on the social impact of dialogic teaching and learning (García-Carrión et al, 2020a ). This has clear implications for the professionals of the secondary education and also for the design of public policies.…”

Use of augmented reality (AR) to aid bioscience education and enrich student experience

“…they are studying (Smith 2016). This approach has key advantages to students over 2D still images, including enabling them to manipulate the object in 3D space, explore protein-protein interactions and stimulate peer-to-peer discussions, thereby facilitating dialogic learning (Da Veiga Beltrame et al 2017;García-Carrión et al 2020). This is further illustrated by the work of Gillet et al (2004) who combined 3D-printed models with AR to overlay additional information on physical models, thereby demonstrating the interactions mediated by proteins and small molecules (Gillet et al 2004).…”

“…Previous pedagogical research has highlighted the benefit of using 3D-printed tactile objects in the learning environment to support object-based learning (Hannan, Duhs, and Chatterjee 2013;Smith 2016). This approach enables students to interact with and contextualise biological structures observed in nature, while also prompting dialogic learning through peer-to-peer interaction (García-Carrión et al 2020). Crucially, AR presents an opportunity to deliver a 'virtual' object-based learning activity while supporting distance learning.…”

Use of Augmented Reality (AR) to aid bioscience education and enrich student experience

“…Previously researchers have attempted to address this shortfall by employing object-based learning to provide students with tactile objects/models of the structures they are studying (Smith, 2016). This approach has key advantages to students over 2D still images including enabling them to manipulate the object in 3D space, explore protein-protein interactions and stimulate peer-to-peer discussions thereby facilitating dialogic learning (Da Veiga Beltrame et al, 2017;García-Carrión et al, 2020). This is further illustrated by the work of Gillet et al (2004) who combined 3D-printed models with AR to overlay additional information on physical models thereby demonstrating the interactions mediated by proteins and small molecules (Gillet, Sanner, Stoffler, Goodsell, & Olson, Oct 10, 2004).…”