Interest in Dialogic and Non-Dialogic Teacher Talk Situations in Middle School Science Classroom
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Interest in Dialogic and Non-Dialogic Teacher Talk Situations in Middle School Science Classroom Kalle Juuti 1
& Anni
Loukomies 2,3 & Jari Lavonen 1,3
Received: 20 March 2019 / Accepted: 18 October 2019/ # The Author(s) 2019
Abstract Previous research has shown that dialogic teacher talk not only supports students’ understanding but also raises their interest. However, there is little, if any, research on the connection between dialogic talk and student interest in classroom situations. To investigate this connection, we collected video observations and experience sampling data. In total, 87 middle school students aged 14 to 16 participated in the study. Data were collected from the classes of six science teachers, and three lessons were video recorded in each teacher’s classroom. During the lessons, students were asked several times to express their interest in the situation through the experience sampling method (ESM). The measurements took place in situations where the teacher either talked with the students or talked to the whole group of students. The talk situations were categorised as dialogic or non-dialogic, based on the video recording. On a five-point scale of interest, the median value was 3.3 in non-dialogic talk situations and 3.5 in dialogic talk situations. We hypothesised that students’ interest would be higher in dialogic talk situations than in non-dialogic talk situations. The hypothesis was tested with a related samples Wilcoxon signed rank test, and the results supported the hypothesis (Z = − 2.62; p < 0.05). The results suggest that dialogic talk may trigger students’ interest in science learning. Keywords Dialogic talk . Experience sampling . Interest . Situation . Middle school
* Kalle Juuti [email protected] Anni Loukomies [email protected] Jari Lavonen [email protected]
1
Faculty of Educational Sciences, University of Helsinki, P.O. box 9, FI-00014 Helsinki, Finland
2
Viikki Teacher Training School, University of Helsinki, P.O. box 30, FI-00014 Helsinki, Finland
3
Department of Childhood Education and Centre for Education Practice Research, University of Johannesburg, Soweto Campus, Soweto, South Africa
K. Juuti et al.
Teacher talk in the classroom can be either dialogic or non-dialogic (authoritative) (Scott, Mortimer, & Aguiar, 2006). Dialogic talk acknowledges multiple voices in the classroom (Matusov, 2009), as teachers ask students their views regarding the topic or phenomenon under discussion (Scott et al., 2006). In addition to discursive turns between teacher and students, even mere teacher talk can be dialogic (Ford & Wargo, 2012). This kind of dialogic talk can take place, for example, when a teacher reviews students’ multiple views on scientific ideas or considers these ideas from different perspectives to illustrate the argumentative nature of science (Bakhtin, 1986; Ford & Wargo, 2012; Scott et al., 2006). Authoritative talk is the opposite of dialogic talk. It can be understood as teacher-centred knowledge telling, evaluation and the prese
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