Applying Dialogic Pedagogy
A Case Study of Discussion-Based Teaching
Nonfiction, Reference & Language, Education & Teaching, Special Education, Experimental Methods, Teaching, Teaching Methods, Educational Theory
| Author: | Cynthia Z. Cohen | ISBN: | 9781498568319 |
| Publisher: | Lexington Books | Publication: | August 15, 2018 |
| Imprint: | Lexington Books | Language: | English |
| Author: | Cynthia Z. Cohen |
| ISBN: | 9781498568319 |
| Publisher: | Lexington Books |
| Publication: | August 15, 2018 |
| Imprint: | Lexington Books |
| Language: | English |
Recent academic research criticizes the effectiveness of traditional lecturing methods and instead shows the pedagogical effectiveness of active learning methods, especially discussion-based education. Drawing on the dialogic writings of Bakhtin, Freire, and Habermas, this study reviews the five primary themes cited in active learning research: improvements in student concentration; socialization in disciplinary norms; scaffolding towards higher critical thinking; inclusion of non-traditional learning styles; and reduction of student absenteeism. Testing these findings in a discussion-based undergraduate college education classroom, this study finds significant improvements towards higher critical thinking skills, increased student concentration, and reduced student absenteeism. However, the study finds questionable effectiveness of discussion-based teaching for socializing undergraduate college education students in disciplinary norms.
Recent academic research criticizes the effectiveness of traditional lecturing methods and instead shows the pedagogical effectiveness of active learning methods, especially discussion-based education. Drawing on the dialogic writings of Bakhtin, Freire, and Habermas, this study reviews the five primary themes cited in active learning research: improvements in student concentration; socialization in disciplinary norms; scaffolding towards higher critical thinking; inclusion of non-traditional learning styles; and reduction of student absenteeism. Testing these findings in a discussion-based undergraduate college education classroom, this study finds significant improvements towards higher critical thinking skills, increased student concentration, and reduced student absenteeism. However, the study finds questionable effectiveness of discussion-based teaching for socializing undergraduate college education students in disciplinary norms.
