showing 2 related works from this author
Challenging Transmission Modes of Teaching in Science Classrooms : Enhancing Learner-Centredness through Dialogicity
2017
There is an ongoing reform towards more inquiry-based teaching in school curriculum policy in South Africa. Reform towards more inquiry-based approaches is already integrated in pre-service teacher education programmes. As inquiry-based approaches have been gaining momentum worldwide, there is an increasing concern that dialogic interaction in classroom communication is being neglected. This is especially within teacher-orchestrated classroom interactions that should foster greater learner centredness and thus authentic scientific inquiry. In learner-centred teaching approaches, student contributions should be explicitly taken into account as part of classroom interactions in science. Learn…
In Search of Dialogicity: A Comparison of Curricular Documents and Classroom Interactions from Finland and Hong Kong
2017
The prevailing consensus is that science teaching should be more student-centered and guide learners towards more phenomenon-based and authentic problem-solving activities. This approach is reflected in educational policies and recently reformed curricula. However, there is limited research on how these frameworks actually manifest in curricula and how to facilitate student-centered pedagogy. In this study, we examine the student-centered features of the curricula of two countries: Finland and Hong Kong. Student-centeredness in the classroom can be assessed using the principles of dialogicity. Dialogic principles underpin student-centeredness, particularly in teacher-orchestrated whole-clas…