Science Teaching as a Dialogue – Bakhtin, Vygotsky and some Applications in the Classroom

Abstract

The theory of dialogism, developed by the Russian linguist Mikhail Bakhtin (1895-1975 with regard to literature and everyday communication, can be used to improve the teaching of science. Some of Bakhtin's conceptual instruments are helpful in analysing the teaching process, and it is interesting to compare them with former ideas about teaching and learning, especially with the points of view of other constructivists. Together with Lev Vygotsky's analysis of thought and language, Bakhtin's dialogism shows how teachers can support students effectively by addressing them as producers of a meaningful picture of the world. The differences between 'dialogic' teaching and the well-known 'Socratic' method are shown and analysed, as are Bakhtin's discussions of a 'carnivalistic' approach to the students.

On the Significance of Conceptual Metaphors in Teaching and Learning Science: Commentary on Lancor; Niebert and Gropengiesser; and Fuchs

“…The best known examples of such an orientation are "story telling" in science classes supporting students understanding science content and issues of the nature of science (e.g., Kubli, 2005) and "science writing" (Yore & Treagust, 2006) supporting understanding of these science issue by writing (brief) essays about science topics.…”

Polysynchronous: Dialogic Construction of Time in Online Learning

“…Along with other socio-cultural theories, this dialogical understanding of educational practices emphasizes the interaction among learners for making meaning from their conversation (Marchenkova, 2005). Kubli (2005) defines learning as constructing knowledge based on exchanging ideas with others and accepting different voices into the dialogue of the classroom. From this perspective, it becomes critical to increase heteroglossia in the classroom discussion as a means to promote effective learning rather than to standardize or homogenize learners' utterances.…”

The Mediating Effect of Attitude on Perception towards Impact Change after Watching Islamic Films

“…Without the possibility of characteristic and permanent exterior signs as memory aid, substituting individual representations harder to distinguish and manage, there would not be any superior spiritual life or science (Husserl apud Fidalgo, 1998). Kubli (2005) says that individual consciousness is fed by signs and can only grow from them. To Peirce (apud Eco, 2003), every time we think we experiment some kind of feeling, image, conception or another representation that is a sign.…”

“…With this metaphor the author highlights the vital importance of a sign to the characterization of human beings and complements his position by stating that both the human beings and the words or any other external symbols are educated reciprocally, once each enrichment of human information involves -and is involved by -a corresponding enrichment of the word information (ECO, 1985). Moreover, Kubli (2005) remarks, even the meaning cannot be separated from the reign of signs exchanged among the members of a community and is not restricted to an individual mind. Therefore, when emotions, actions, reactions and other experiences are shown, these give the thought a body (Santaella, 2005), producing meanings.…”