Establishing the Need for a Valid and Reliable Measure of Dialogic Tendencies in Science Classrooms

• In Event: 77.057 - MTCC Roundtable Session 35
  In Roundtable Session: 77.057-7 - Student Focus: Science Teaching and Learning SIG Roundtable Session

Abstract

Dialogic teaching is used in many language classes but is moving toward science classrooms through inquiry and argumentation. With the NGSS’s (2013) call for more “doing” of science, dialogic teaching is a method that could improve the ways the students “do” science. However, there is currently no valid and reliable measure of dialogic teaching tendencies of science teachers. In this paper, the need for a survey will be established and will be conceptualized to formulate a possible solution to this shortfall.

Author

• Jennifer Oramous, University of Arkansas at Fayetteville