Toward dialogue in the classroom: Learning and Teaching through Inquiry

dc.creator	Wells, Gordon
dc.creator	Mejía, Rebeca
dc.date	2005-11-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:12:08Z
dc.date.available	2015-07-20T22:12:08Z
dc.identifier	1699-437X
dc.identifier	https://doaj.org/article/dc645f7668314a2da23a4b6684c1d15c
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/15007
dc.description	There is increasing agreement among those who study classrooms that learning is likely to be most effective when students are actively involved in the co-construction of meaning through discussion of topics that are of significance to them. This paper reports the results of an extended collaborative action research project in which teachers attempted to create the conditions for such discussion by adopting an inquiry approach to the curriculum. A quantitative comparison between observations made early and late in the teachers’ involvement in the project showed a number of significant changes in the characteristics of teacher-whole class discourse, with a shift toward a more dialogic mode of interaction. Nevertheless, the frequency of stretches of “true discussion”, as defined by Nystrand et al. (2002), remained low. When the same observations were examined qualitatively, however, there was clear evidence of an increase over time in the teachers’ success in engaging students in co-constructing accounts and explanations. The paper concludes with a reconsideration of the purpose of “dialogue” in the classroom and of teachers’ goals and strategies in trying to achieve it.
dc.language	Spanish
dc.language	Catalan
dc.language	Galician
dc.language	Portuguese
dc.language	English
dc.publisher	Departamento Interfacultativo de Psicología Evolutiva y de la Educación, Universidad Autónoma de Madrid
dc.relation	http://www.uam.es/otros/ptcedh/2005v1_pdf/v1n4eng.pdf
dc.relation	https://doaj.org/toc/1699-437X
dc.source	Papeles de Trabajo sobre Cultura, Educación y Desarrollo Humano, Vol 1, Iss 4, Pp 1-45 (2005)
dc.subject	Classroom discourse
dc.subject	Activity theory
dc.subject	Teacher research
dc.subject	Psychology
dc.subject	BF1-990
dc.subject	Philosophy. Psychology. Religion
dc.subject	B
dc.subject	DOAJ:Psychology
dc.subject	DOAJ:Social Sciences
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Psychology
dc.subject	BF1-990
dc.subject	Philosophy. Psychology. Religion
dc.subject	B
dc.subject	DOAJ:Psychology
dc.subject	DOAJ:Social Sciences
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Psychology
dc.subject	BF1-990
dc.subject	Philosophy. Psychology. Religion
dc.subject	B
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Psychology
dc.subject	BF1-990
dc.subject	Philosophy. Psychology. Religion
dc.subject	B
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Psychology
dc.subject	BF1-990
dc.subject	Philosophy. Psychology. Religion
dc.subject	B
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.title	Toward dialogue in the classroom: Learning and Teaching through Inquiry
dc.type	article