The Effect of Dialogic Teaching on Students’ Critical Thinking Disposition

Abstract

This study sought to identify the effect of dialogic teaching methods (group discussion and Socratic dialogue) on university students’ critical thinking disposition and social interaction. The study was based on qualitative approach using action research methodology. Participants were comprised of two groups of undergraduate students in the field of education who were selected by purposeful sampling (N=40). Data was collected using standardized open-ended interview. The interview was organized in three main themes (evaluation of the education, evaluation of the interactions and the overall evaluation), and the systematic sequence of seven questions. After designing implementing patterns(group discussion and Socratic dialogue), based on topics covered in educational psychology, both methods were used in one semester, followed by interviews with participants from both groups, conducted by the researcher at the end of semester. In order to find constructs, the data collected from the interviews were analyzed using “interpretational analysis.” The results indicated the effectiveness of dialogic teaching methods in improving six elements of critical thinking dispositions (analyticity, cognitive maturity, CT self-confidence, self evaluation, open- mindedness, truth-seeking), and seven elements of social interaction (knowing each other, friendship and intimacy, tendency to dialogue, responsibility, class dynamism, interaction with teacher, intimacy with the instructor).