Unraveling the Relationship between Dialogic Teaching Strategies and Students’ Creative Thinking: A Multimethod Approach

• In Event: AERA Poster Session Saturday 9:45 am
  In Poster Session: Learning Together: Collaboration, Teaching Strategies, and Identity in Classroom and Community Contexts

Abstract

This study investigated how dialogic teaching strategies (sharing, articulating, and building on) relate to creative thinking, examining academic motivation and discursive engagement as mediators. Analysis of video-recordings and questionnaires from 16 Chinese language classes revealed distinct underlying mechanisms. The sharing strategy had a positive direct link to creative thinking but a negative indirect link through discursive engagement. The building on strategy showed both positive direct and indirect associations. In contrast, the articulating strategy exhibited a negative indirect relationship. Micro-analysis detailed how these strategies differentially shaped learning processes. Findings indicate that the effectiveness of dialogic strategies for fostering creative learning and creative thinking is context-dependent; indiscriminate use may be counterproductive, underscoring the necessity for tailored application to specific classroom interaction situations.

Authors

• Yang Tao, Nanjing University

• Gaowei Chen, University of Hong Kong