Challenging Transmission Modes of Teaching in Science Classrooms : Enhancing Learner-Centredness through Dialogicity
Lehesvuori, S., Ramnarain, U., & Viiri, J. (2018). Challenging Transmission Modes of Teaching in Science Classrooms : Enhancing Learner-Centredness through Dialogicity. Research in Science Education, 48(5), 1049-1069. https://doi.org/10.1007/s11165-016-9598-7
Published inResearch in Science Education
© Springer Science+Business Media Dordrecht 2017
There is an ongoing reform towards more inquiry-based teaching in school curriculum policy in South Africa. Reform towards more inquiry-based approaches is already integrated in pre-service teacher education programmes. As inquiry-based approaches have been gaining momentum worldwide, there is an increasing concern that dialogic interaction in classroom communication is being neglected. This is especially within teacher-orchestrated classroom interactions that should foster greater learner centredness and thus authentic scientific inquiry. In learner-centred teaching approaches, student contributions should be explicitly taken into account as part of classroom interactions in science. Learner-centred approaches provide the rationale for improved interaction, especially when student contributions should be considered within teacher-orchestrated communications. The aim of this study is to bring forth indicators that are connected to different forms of interactions and complement the dialogic-authoritative categorization through in-depth analysis of two lesson transcript examples. Even though over-authoritative and even transmission modes of communication seemed to prevail in South African classrooms, it is through finding building blocks for dialogicity this status can be challenged towards more learner-centred interaction. The explicitness of dialogicity and fundamentally contrasting differences between examples of dialogic and authoritative approaches are presented through the in-depth analysis of classroom interactions of two case episodes. Implications for teaching and teacher education are discussed. ...
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Lehesvuori, Sami (University of Jyväskylä, 2013)
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