Concepts and Guidelines for Promoting Dialogue in Learning Science
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Abstract
Classroom culture and teacher’s beliefs are important for learning management. Social constructivist theory views that meaningful learning arises from social interaction. Furthermore, one of the crucial goals of science teaching is to cultivate students to be active citizens who can participate and express their opinions to criticize social issues based on evidence and knowledge. This article attempts to propose that Classroom culture and teachers' beliefs influence relationships and communication styles in the classroom. The finding suggest that Dialogic classroom need to avoid Authoritarianism and teachers hold believed that teacher and students have equity in expressing their opinions. A dialogue is not only a communicating and exchanging ideas. It also encourages teacher and students to inter-think as well as internalization. In addition, this article also proposes the concept and guidelines for teachers in using questions to drive students’ learning under dialogue.
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References
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