Student Dialogue Research Articles

Modeling Student Negotiation of Assessment‐Related Epistemological Messages in a College Science Course

ABSTRACTTo prepare students to use science knowledge in their later personal or professional lives, we must attend to what they believe it means to know and learn science (i.e., epistemology). Unfortunately, we have little understanding of how students' epistemologies shift and are stabilized as they navigate their science courses. Researchers have made intuitive arguments that many microscale epistemological messages sum over time to give rise to macro‐scale understandings of knowing and learning, but we have no theoretical model for how this sum unfolds. Here, we begin to build such a theoretical model. To do so, we focus on assessments and related materials in a college chemistry course as potentially consequential sources of messages about valued knowledge products and processes. We then elicited students' evolving understandings of assessment‐related epistemological messages in several one‐on‐one interviews conducted throughout the semester. Analysis of how three students experienced, negotiated, and responded to assessment‐related messages showed that interactions with the course system stabilized a consistent, well‐resolved picture of the ways of knowing and learning that counted in the focal course. Specifically, good knowledge must have specific authority‐mandated features and knowledge is justified primarily via alignment with an instructor‐authored key. Students found utility in different (reliable) processes for achieving the aim of authorized knowledge, and some of these differences were maintained throughout the semester. Implications for modeling students' experience with course‐embedded epistemological messages over time and how this work might inform practice are discussed.

Using reflection and dialog feedback to promote the development of situated and dynamic pedagogical content knowledge

This study explores the reflection and dialog feedback of preservice teachers (PTs) in a one-semester chemistry teaching design and practice course with the aim of improving their situated and dynamic pedagogical content knowledge (PCK). Using a collective case study method, reflections and dialogs from 18 PTs across six teaching cycles were analyzed. The research results indicate that teaching reflection focuses on five themes: the diversity of student situations, the functionality of teaching contexts, the consistency of teaching content, the construction of teacher‒student dialog, and the progression of subject practice activities. The reflection of the PTs strengthened meaningful teaching content and corresponding specific skills, and effective dialog feedback provided external evaluation standards. The reflection prompted teachers to evaluate from multiple perspectives and levels and provided important insights to promote the development of situated and dynamic PCK. This study concludes with a discussion of the practical implications and potential for future research to develop a situated and dynamic PCK for PTs.

To what extent can oracy education and student dialogue support historical thinking skills in Year 7?

Abstract During the course of my teacher training, I have encountered two distinct classroom contexts for oracy: a term that refers to the ability to express oneself in speech. At my first placement school, very few students were willing to answer questions or present arguments in front of their peers. Conversely, the majority of students at my second placement school are keen to demonstrate their knowledge, yet often speak over one another during discussion tasks. In both schools, dialogue is mainly directed towards the teacher; students rarely offer extended answers during lessons, and oral reasoning and argumentation generally take place as a precursor to written work. I therefore wanted to implement a sequence of lessons where the learning was intentionally carried out and measured through student talk and cooperation. In particular, I wanted to examine how far teaching specific oracy skills and providing informal scaffolded opportunities for presentational and exploratory talk can support the development of historical thinking skills in Year 7 (age 11): in other words, students' ability to consider multiple historical perspectives; to appreciate the difference between modern and ancient values; to critically engage with historical terminology, and to present and justify an argument. Students' responses were generally positive and engagement raised. I conclude with further thoughts about future practice.

Caring for Adolescent Learners in the Virtual Classroom: Lessons from the COVID-19 Pandemic

In the recent past, fully online instruction has been most prominent at the higher education level, though online K-12 schools have lately gained some traction. However, the COVID-19 pandemic precipitated new potential for rapid expansion of online K-12 education. As these settings continue to develop, the unique social emotional needs of adolescent learners must be considered, and the need for a robustly developed online pedagogy of care is pressing. An unexpected and untapped resource for developing a framework for an online pedagogy of care can be found in examining the practices of traditionally face-to-face teachers who were unexpectedly thrust into a virtual setting during the 2019-2020 and 2020-2021 school years. This case study examined the experiences of three traditionally face-to-face middle school teachers as they began a new school year in an entirely virtual format. Their experiences demonstrate a high potential for teacher modeling of care and individualized feedback for students and suggest that creating authentic moments for student dialogue and practice of collaborative caring interactions may prove challenging in the virtual setting.

Orchestrating Teacher, Peer, and Self-Feedback to Enhance Learners’ Cognitive, Behavioral, and Emotional Engagement and Public Speaking Competence

Previous research on providing feedback on public speaking has investigated the effectiveness of feedback sources, namely teacher feedback, peer feedback, and self-feedback, in enhancing public speaking competence, predominantly individually. However, how these sources of feedback can be collectively harnessed to optimize learner engagement and public speaking performance still warrants further investigation. Adopting a pre- and post-test quasi-experimental design, this study randomly assigned four classes to four feedback conditions: Group 1 received teacher feedback, Group 2 self-feedback and teacher feedback, Group 3 peer and teacher feedback, and Group 4 feedback from all three sources. Both student engagement, measured using the Public Speaking Feedback Engagement Scale (PSFES), and their public speaking performance ratings, assessed using the Public Speaking Competency Instrument (PSCI), were validated using Rasch analysis. The inferential statistics revealed that Group 3 showed significant improvements across nearly all three dimensions of engagement, whereas Group 2 experienced significant declines in all dimensions of engagement except behavioral engagement. Group 3 demonstrated significantly greater engagement gain compared to Groups 2 and 4, indicating the synergistic effect of peer and teacher feedback in contrast to the limited impact of self-feedback. Additionally, all groups demonstrated significant improvements except for Group 2, which showed significantly lower improvement compared to Group 4. The following correlation analysis identified a significant correlation between the gain of students’ behavioral engagement and the gain of public speaking performance, whereas such association was absent between cognitive or emotional engagement and public speaking competence. This study suggests that peer feedback should be preceded by group discussion and supplemented with teacher feedback in classes for enhancing the teacher–student dialog, while self-feedback should be conducted after class to improve student engagement and public speaking performance.

Ṭarīqah Mubāsyarah in The Learning of Arabic Speaking Skill: Study Analysis with Al-Iṭṭiṣāli Approach

This study aims to identify the steps, advantages, and disadvantages of teaching Mahārah Kalām using the Mubāsyarah method with the Iṭṭiṣāli approach. The research employs library research with a qualitative descriptive method. Data collection involves documentation, with primary sources including an article by Baroroh et al., entitled "Arabic Learning Based on a Communicative Approach in Non-Pesantren Schools," and secondary sources being books and scientific articles relevant to the study. Data analysis follows Milles and Huberman's theory, including data reduction, display, and conclusion drawing. The study identifies several steps in Mahārah Kalām learning using the Mubāsyarah method with the Iṭṭiṣāli approach: introduction, presentation of short dialogue formats by teachers, student writing of short dialogues, practice of dialogues, questioning, teacher reading of student dialogues, and evaluation. Advantages of this method include improved speaking skills, expanded vocabulary, pronunciation closer to native speakers, and the ability to analogize with other topics. However, its disadvantages include suitability only for small groups, the need for teachers to speak like natives, reliance on teachers to prepare materials, avoidance of the mother tongue, difficulty in identifying teacher mistakes, and the flawed theoretical basis equating mother tongue acquisition with foreign language learning. The research implies that the Mubāsyarah method is not the sole method for teaching Arabic speaking skills.

A learning analytics‐based collaborative conversational agent to foster productive dialogue in inquiry learning

AbstractBackgroundSustaining productive student–student dialogue in online collaborative inquiry learning is challenging, and teacher support is limited when needed in multiple groups simultaneously. Collaborative conversational agents (CCAs) have been used in the past to support student dialogue. Yet, research is needed to reveal the characteristics and effectiveness of such agents.ObjectivesTo investigate the extent to which our analytics‐based Collaborative Learning Agent for Interactive Reasoning (Clair) can improve the productivity of student dialogue, we assessed both the levels at which students shared thoughts, listened to each other, deepened reasoning, and engaged with peer's reasoning, as well as their perceived productivity in terms of their learning community, accurate knowledge, and rigorous thinking.MethodIn two separate studies, 19 and 27 dyads of secondary school students from Brazil and the Netherlands, respectively, participated in digital inquiry‐based science lessons. The dyads were assigned to two conditions: with Clair present (treatment) or absent (control) in the chat. Sequential pattern mining of chat logs and the student's responses to a questionnaire were used to evaluate Clair's impact.ResultsAnalysis revealed that in both studies, Clair's presence resulted in dyads sharing their thoughts at a higher frequency compared to dyads that did not have Clair. Additionally, in the Netherlands' study, Clair's presence led to a higher frequency of students engaging with each other's reasoning. No differences were observed in students' perceived productivity.ConclusionThis work deepens our understanding of how CCAs impact student dialogue and illustrates the importance of a multidimensional perspective in analysing the role of CCAs in guiding student dialogue.

I'm not ‘fake rural’: Rural student negotiation of identity and place in medical school

AbstractThis article addresses the accessibility of medical education for rural students, focusing on the intersection of rurality and socioeconomic privilege. We present findings from a study of rural background medical students from four Australian medical schools, which explored their experiences of admissions processes and their ongoing socialisation. Participants characterised admissions pathways as complex, requiring social capital to navigate. Though most participants expressed pride in their rural identity and spoke favourably of rural lifestyles, they readily shared their frustrations about the restricted opportunities available to rural students. Analysing their accounts through an intersectional lens illustrates the way the stigma and disadvantage of a rural geographic background are exacerbated by intersecting oppressions and mitigated by certain privileges. For some students, an authentic rural identity arose from intersections of class and locality; they referred to others who had come from a more privileged background with a weaker connection to a rural community as ‘fake rural’. These findings offer valuable insights to research on medical education and rural sociologies, as they can contribute to the creation of more effective and informed widening participation measures.

Perception of Engineering Students on Social Constructivist Learning Approach in Classroom

The social constructivist approach to teaching and learning has garnered significant interest among educators and researchers. However, further investigation into its implementation and effectiveness in the classroom is still needed. This study aims to investigate engineering students’ perceptions of social constructivist practices in their technology classes, using the constructivist learning environment survey (CLES) as its framework. A mixed-methods approach combining quantitative and qualitative methods was used, which included online surveys and semi-structured interviews. Analysis of data from 300 responses showed that constructivism was partially implemented in the classroom. Specifically, student negotiation emerged as the most frequently perceived dimension, while shared control was perceived as seldom occurring. Most items on the personal relevance scale were frequently perceived, highlighting the importance of integrating technology learning into students’ daily lives. Similarly, the uncertainty of technology was found to be a common experience for students. In contrast, the dimension of critical voice received mixed results, emphasizing the necessity of a learning environment that fosters student expression and meaningful discussions. These findings suggest the necessity for additional investigation and integration of social constructivist practices that emphasize the enhancement of student engagement, promotion of critical thinking, and redistribution of power within the classroom setting.

The reflective positioning of Japanese EFL students in the negotiation of their own emergent bilingual identities

ABSTRACT Although the emergent bilingual status of foreign language (FL) students is often overlooked, that is not to say that students do not, on some level of consciousness, experience changes in their identity as a result of their emergent bilingualism. The continuous process of identity (re)negotiation, that is, the reorganising of one’s subject position in relation to contextualised linguistic and social factors, has a significant impact on FL students. The present study takes a multi-theoretical approach to investigate the factors involved in the negotiation of Japanese EFL students’ emergent bilingual identities through the use of a questionnaire. The results show that the majority of the participants perceived some level of change in their identity, unrelated to any specific determinants. Furthermore, those with longer EFL learning histories, higher proficiency levels, or those majoring in globally-minded studies were more likely to feel they belong to English-speaking (imagined) communities.

Making sense of chemical equilibrium: productive teacher–student dialogues as a balancing act between sensemaking and managing tension

Navigating the observational, symbolic, and theoretical knowledge domains of chemistry is crucial for chemistry sensemaking. However, this has been shown to be particularly challenging for students of chemistry. In order to reach government standards for sensemaking in the chemistry subject, it is important to investigate how chemistry teachers can sustain sensemaking practices in their classrooms. In this study, conversation analysis was used to study videotaped teacher–student dialogues at upper secondary school practical lessons in chemical equilibrium. Common patterns in how sensemaking was produced in interaction were found in four experienced chemistry teachers’ sensemaking dialogues with students. The data show how the teachers use coordinated actions in conversations to create a balance between (1) managing sensemaking dialogues in the laboratory classroom on a moment-to-moment basis through connecting theory and experience, and (2) managing the tension between exposing students’ knowledge gaps and presenting the students as competent as part of the interaction. The results of the study indicate that resolving tension in interaction is an important part of teacher–student sensemaking in chemistry, and also identify the chemical equation as a possible tool for sensemaking progression. The detailed examples of teacher–student sensemaking can be used as models for chemistry teachers interested in how sensemaking can be achieved practically.

Exploring the relationship between teacher talk supports and student engagement from the perspective of students’ perceived care

ABSTRACT It is still a challenge for students to engage in classroom dialogue actively and realize effective dialogue-based learning, as classroom dialogue are influenced by a multitude of factors. It is reasonable to believe that by delving into a specific variable (perceived care) to gain insights into its potential impact on dialogue engagement, which deepen the understanding of teacher–student relationships in the classroom. This study investigated dynamic teacher–student dialogues and their association with students’ perceived care by adopting a mixed method. In WSZ-AI System developed by our research group, 71 students and a teacher from Grade Seven were selected in the research firstly. A coding scheme for student discourse engagement was developed and the coding scheme for teacher talk support was employed. Based on these two coding schemes and technology-assisted coding, all teacher–student dialogues are coded in every turn-taking. Finally, lag sequence analysis and state space grid analysis are used to analyze dynamic dialogues and its relationship with student perceived care, and interviews are used to verify the results of quantitative analysis and understand students’ perception of classroom dialogue. In addition, we also analyze the differences between various achievers in high perceived care (HC) group and low perceived care (LC) group. Quantitative results demonstrated that teacher–student dialogue patterns are related to the students’ perceived teacher care. The interaction patterns were more stable in students who perceived high teacher care as well as their discourse engagement status over the semester. The follow-up qualitative results show that the teachers’ talk supports affect students’ perceived care and students with high perceived care are more willing to engage in their dialogue. Concerning the importance of student-perceived teacher care, this study provides a unique perspective for educators to establish a safe and supportive classroom environment which promotes the students’ dialogue engagement and provides scaffolding and support to help students complete knowledge construction.

Exploring the nature and role of student-to-student talk and questioning among young children in technology and design education

Classroom conversation between students is complex and used for multiple reasons every day. Student dialogue also allows teachers insight into student's learning. This article presents findings from a qualitative study that used dialogism, a branch of sociocultural theory, to investigate in depth student to student (inter-student) questioning learning in technology in junior primary classrooms in small town in rural South Island, New Zealand. Inter-student dialogue was investigated while students from Year 0–4 undertook a technology unit to design and make props and costumes for their class item in the up-coming school production.In this study insight was gained into aspects of development of student understanding in and of technology through the recording and analysis of inter-student talk, observation, analysis of work samples and focus group interviews with the students and their teachers. It also allowed insight into students’ views of the value of talking with their peers. This study aimed to contribute specifically to the fields of classroom dialogue, student learning, formative assessment and technology education. Three key findings are reported, the first related to teachers’ views of classroom talk. Both were aware of the value of talk in the classroom but struggled to implement in-depth student dialogue for a range of reasons. The second finding focused on students’ views on talk. Initially students recognised that they used questions to ask their teacher, peers, or parents for help, however after the study the data showed that a more sophisticated understanding of dialogue emerged. The third key findings focused on the nature of students’ questions while undertaking technology practice. Findings showed that social interaction played a key role in developing participants’ understanding of technology and that they used questioning to clarify, collaborate, support and defend themselves.

Technology supported teaching implementations designed to improve critical thinking skills

This research evaluated the influence of technology-based teaching models on the development of critical thinking abilities in elementary school mathematics teacher candidates, as measured using Facione's (1990) criteria. The research was conducted with fourth-grade students studying in the Faculty of Education, Elementary Mathematics Education at a state university in the Marmara Region of Türkiye during the 2019-2020 Fall Semester. A case study research design was used to obtain a qualitative understanding of the participants' experiences. Two pre-service teachers were video-recorded throughout the research implementation process (5 weeks in total, from the 3rd week when the teaching model practices started to the 7th week when it ended). The dialogues in the video recording were analyzed using the descriptive analysis technique. Keywords and sentences describing the critical thinking sub-skills identified by Facione (1990) were observed to be included in the student dialogues, especially in the implementations of the designed teaching model that required the use of GeoGebra. These dialogues concluded that the proposed instructional model programs are consistent with the critical thinking competencies, include activities to use critical thinking skills, and can provide opportunities for developing critical thinking skills.

Students with disabilities mentoring staff: supporting scalable academic development for inclusive education

ABSTRACT Students with disabilities are the fastest-growing equity cohort in Australia, and yet they continue to face barriers to their success and completion at university. In this paper, we present a scalable model for one-to-one staff and student dialogue that positions students with disabilities as mentors to university staff. By doing so, we emphasise how students mentoring staff programs can be harnessed to support academic development for inclusive education. The program presented further provides a relationship-rich alternative to accessing and leveraging student voice compared to traditional methods, such as student experience surveys. We conclude by reiterating the importance of generating whole-of-community programs to support diverse learners, which foster genuine conversations between students and staff.

Forstå, ikke bare gjøre. – Hva skjer i gruppesamtaler blant elever i videregående skole under eksperimenter i fysikk?

Practical work has a significant place in physics teaching, but is often performed according to a recipe and with little reflection among the students (Abrahams & Millar, 2008). In this study, we wanted to enhance the learning potential by letting students work with experiments in heterogeneous groups. We have listened to the group dialogues when the students plan the experiment and when they work with the results. We find five prominent themes in the student dialogues: Students encourage each other, challenge each other academically, substantiate their claims, connect theory to the practical work they do, and interpret the meaning of formulas and units. These are qualities that have been shown to promote learning (Abrahams & Millar, 2008; Bagno, Berger & Eylon, 2008; Mercer, 1995) and illustrates how the students are able to use physics during their dialogues.

A Research on Identity Negotiation of Chinese Overseas Students

In the interpretative paradigm, it’s believed that culture can be reflected in people’s behaviors in their identity negotiation processes. In this course paper, the identity negotiation processes of three Chinese overseas students are analyzed with the guidance of Identity Negotiation Theory. Based on the five themes of identity dialectics, the researcher designed semi-structured interviews and collected data from the three interviewees. And the analysis is also carried out from the five themes in identity dialectics. But there are also some limitations in this paper as well to be further improved.

Political Identity Negotiation of Young Electorates in Ghanaian Colleges of Education

The formation of political in-groups and out-groups on campuses and involvement in political discourses in and out of the school setting clearly demonstrate students’ political attitudes and behaviours which eventually reflect or sum up their political identities. However, it remains a mystery the exact ingredient cooking up this form of social identity. The study, as a result, was conducted to explore the factors underlying the political identity negotiation of students in colleges of education and to identify practices that reflect their explicit and implicit political behaviours and attitudes. The paper focused on examining factors that influenced political identity negotiation among college of education students in Ghana. In order to answer all four research questions, the concurrent triangulation mixed method approach to inquiry was adopted. Data collected were descriptively analysed, using the measure of central tendency and narration. Three factors were revealed as being influential in student teachers’ identity formation: familial characteristics such as the level of education of parents, political preference, and occupation, among others; liberal school setting such as the ethnic composition of the student population; and new political stimuli such as contact with campaigns and volunteer services. Implicit and explicit political attitudes and behaviours of student-teachers were found to be evident through practices such as voting in student elections and participation in political discourses. The paper concludes that political identity negotiation of young adults is inevitable as a result of the different political cues they encounter within the social structures.

'Not always so':Embracing process in the development of curricula for contemporary person-centred healthcare professional education.

Contemporary person-centred healthcare and professional education operates within an interconnected and rapidly changing world of challenge and opportunity in the development of curricula that reflect practice. In times characterised by change and uncertainty, with increasing opportunities for networking and collaboration, educational curricula with an emphasis on 'process' rather than a more traditional, mechanistic emphasis on 'product', would seem appropriate in looking towards the future. Learning and emergent professional identity occurs through individuals'social definitions in turn influenced by knowledge and power relationships. The Dialogical Curriculum Framework seeks to promote a more even distribution of knowledge and power through participation and co-production in the pursuit of tolerance and coherence to support learning and identity. The parameters and dynamics of the Dialogical Curriculum Framework are represented through the interconnected relationship between learner attributes, curriculum themes, and curriculum constructs. The processes of space for reflection, open dialogue, participation and symbolic interactionism drive the curriculum, within the context of UK policy and Society. The emphasis on the pursuit of person-centred care makes it important for students to make connections with their own and other professions/disciplines to reflect the complexities of contemporary healthcare-an understanding of the 'whole', rather than fragmented parts. By way of example, a co-produced module of study within a preregistration MSc Physiotherapy programme is highlighted. Students identify, develop, and design small-group projects working with 'Physiopedia'. Thus, projects hold the potential to contribute to a global educational forum as well as student dialogue for learning.

Pengaruh Kepercayaan Diri, Minat Belajar, dan Peran Orang Tua terhadap Kemampuan Berbicara Siswa Pada Materi Teks Negosiasi Kelas X SMAN 10 Samarinda

This research aims to find out the influence of (1) self-confidence; (2) learning interest; (3) parental support; and (4) self-confidence, learning interests, and parental support; on negotiation speaking ability. The method used in this study is ex post facto. The sample used amounted to 204 students from the student population of class X SMAN 10 Samarinda. The analysis techniques in this study used regression models. The following research results were obtained based on the data analysis results. First, there is an influence between self-confidence in the ability to speak on the material of the student's negotiation text based on Sig grades. 0.000. Second, there is no influence between learning interests and the ability to speak on the student's negotiation text material based on Sig grades. 0.136. Third, there is an influence between parental support on the ability to speak on the material of the student's negotiation text based on Sig grades. 0.007. Fourth, there is an influence between self-confidence, learning interests, and parental support on the ability to speak on the material of the student's negotiation text based on Sig grades. 0.001, each with a test significance level of 5% (α=0.05).