Applying Dialogic Pedagogy
A Case Study of Discussion-Based Teaching
Seiten
2018
Lexington Books (Verlag)
978-1-4985-6830-2 (ISBN)
Lexington Books (Verlag)
978-1-4985-6830-2 (ISBN)
This case study of discussion-based teaching finds improvements in student concentration; scaffolding towards higher critical thinking; inclusion of non-traditional learning styles; and reduction of student absenteeism. However, this study did not find effective socialization in discussion-based disciplinary methods.
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.
Cynthia Cohen, PhD, is a teacher at Aspire Ben Holt College Preparatory Academy
Acknowledgements
Chapter 1: Introduction: Lectures Are Failing
Chapter 2: Theory and Effectiveness of Discussion-Based PedagogyChapter 3: Findings from a Case Example of a Discussion-based ClassroomChapter 4: Discussion and Conclusions
Bibliography
About the Author
| Erscheinungsdatum | 10.05.2021 |
|---|---|
| Zusatzinfo | 1 tables; |
| Sprache | englisch |
| Maße | 157 x 243 mm |
| Gewicht | 327 g |
| Themenwelt | Sozialwissenschaften ► Pädagogik ► Allgemeines / Lexika |
| Sozialwissenschaften ► Pädagogik ► Bildungstheorie | |
| Sozialwissenschaften ► Pädagogik ► Didaktik | |
| ISBN-10 | 1-4985-6830-0 / 1498568300 |
| ISBN-13 | 978-1-4985-6830-2 / 9781498568302 |
| Zustand | Neuware |
| Informationen gemäß Produktsicherheitsverordnung (GPSR) | |
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