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ERIC Number: EJ1147903
Record Type: Journal
Publication Date: 2015
Pages: 12
Abstractor: As Provided
ISSN: ISSN-1029-8457
Dialogic Talk in Diverse Physical Science Classrooms
Taylor, Dale L.; Lelliott, Anthony D.
African Journal of Research in Mathematics, Science and Technology Education, v19 n3 p255-266 2015
Dialogic talk, in which different ideas are considered, promotes conceptual understanding in science, and is in line with South Africa's school curriculum. The problem is that dialogic talk is difficult to facilitate and may run counter to cultural norms. As a result, classroom talk is often not dialogic. This paper reports on the nature of classroom talk in the classrooms of eight physical science teachers who were prepared in their initial teacher education for a student-centred school curriculum. An observer spent two school days in each teacher's classroom, writing a narrative description of each lesson. A grounded analysis revealed two significant dimensions in the lessons: the nature of the talk and the apparent purpose of the teacher. The classroom talk could be classified as exposition, question and answer (Q&A) or conversation. The teaching purposes were: introduction of general principles, application, feedback and revision. The three types of talk were used to serve all four teaching purposes. Dialogic talk was present with all the teachers showing that dialogic talk is possible across the diversity of classrooms investigated. We consider factors that may inhibit dialogic talk, and ways to address these. We recommend that initial teacher education provides students with personal experience of dialogic talk in science classrooms, a framework for thinking about classroom talk and suitable pedagogies for facilitating dialogic talk.
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa
Grant or Contract Numbers: N/A