Dialogical Teaching to Manage Uncertainty in Argumentative Practice

• In Event: Millennium Hotel Roundtable Session 3
  In Roundtable Session: Dialogue, Discourse, and Language in Science Teaching and Learning

Abstract

Dialogic teaching not only provides opportunities for students to encounter others’ arguments but also creates a space to immerse students in negotiating ideas in order to establish consensus. Grounded in a qualitative, interpretative approach, this study explored how a fifth-grade teacher framed dialogic teaching to establish consensus through three harmonious goals: social negotiation, epistemic engagement, and conceptual development. The data analysis led to the creation of a schematic model that explains the dialogic move toward consensus establishment. Central to the model is the intertwined, dynamic, and progressive nature of dialogic teaching with regard to the contexts in which teachers orchestrate these three goals to extend students’ conceptual understanding.

Authors

• Ying-Chih Chen, Arizona State University

• Jaclyn Hernandez, Arizona State University

• Xue Qiao, Mary Lou Fulton Teachers College Arizona State University