The Comparison of Dialogic Teaching with Non-Dialogic Teaching - Research Proposal Example

Assignment Table of Contents Table of Contents 2 3 Introduction 3 Aims of Research 6 Research Hypothesis 6 Research Design 7 General Ethical Issues 10 10 Reflection 11 References 12 Title The Comparison of Dialogic Teaching With Non-Dialogic Teaching for Understanding the Learning Cognition of Students Introduction Education is an important element for the effective development along with growth of children with better positive attitudes and beliefs. Education plays a major part towards ensuring that children are offered with adequate opportunities to participate in different activities of societies. In this regard, children with the assistance of education system are facilitated in performing their activities responsibly. Children offered with adequate education facilities are able to develop their skills as well as knowledge. Additionally, children in their pre-school education services are provided with different learning scopes based on which they are able to accomplish their learning goals which include thinking critically, developing communicative skills and social values (Frijters & et. al., 2006; Haan & Johnson, 2005). In this context, it can be stated that learning and education of children during infancy plays an important role towards the cognitive development as well as progression in learning so that they are able to build their required skills and language. Correspondingly, children in infancy are offered with dialogic as well as non-dialogic teaching with the intention of building their reading, writing, arithmetic and memory capabilities (Nelson, 2013). Subsequently, the learning and the education system of children is based on two important theories which include Piaget and Vygotsky theories. The theories are used in the learning process of children so that they are facilitated with the opportunity of developing cognition conditions (Meadows, 2012). According to Gallin (2010), dialogic teaching is identified as a procedure of constructing a social environment where children are required to interact with each other in a constant manner. Children and teachers communicate with the aim of interacting effectively on the basis of which they are able to have a mutual understanding towards lessons taught. Additionally, dialogic teaching also facilitates children in communicating meanings collaboratively for better critical thinking capabilities and skills development (Gallin, 2010). Lehesvouri & et. al. (2011) implied that dialogic teaching comprises certain characteristics which include collective, supportive, purposeful, reciprocal and cumulative. In this purview, teachers ensure that students are facilitated with the opportunity of providing their viewpoints in relation to certain subjects without fear and confidently. Contextually, students are able to build their understanding constructively (Lehesvouri & et. al., 2011). Similarly, Wolfe & Alexander (2008) implied that dialogic teaching is important for children, as interaction and communication between students and teachers assist students in developing their intellectual along with thinking abilities (Wolfe & Alexander, 2008). Dialogic teaching is based on the theory of Vygotsky, as based on the theory, children are able to develop their cognitive conditions genetically (Goswami, 2008). According to Goswami (2008), teachers in schools aim to build an appropriate learning environment where children are able to communicate as well as interact with students, which aid children in having a better understanding of different concepts. Respectively, children are able to comprehend human action and human nature effectively (Goswami, 2008). As stated by Kwo & et. al. (2004), non-dialogic teaching is identified as a procedure of acquiring knowledge as well as skills without communicating and interacting with others. Non-dialogic teaching can be obtained by children from different teaching methods which include audiotapes, self-study books and computer programs among others (Kwo & et. al., 2004). Blake & Pope (2008) signified that non-dialogic teaching is based on the concept of Piaget theory. The theory implies that children are able to develop their cognitive conditions through the construction of self-knowledge. In accordance with the theory, children are required to get themselves adapted towards an environment for better possession of knowledge (Blake & Pope, 2008). DeVries (n.d.) states that there are certain similarities and dissimilarities between Piaget theory as well as Vygotsky theory. Both the theories assist in developing the cognitive condition of children. The author signified the difference amid the theories that Piaget theory is based on psychological concepts while on the other hand, Vygotsky theory is based on the concept of behaviour (DeVries, n.d.). In this perspective, Kwo & et. al. (2004) noted that there are certain advantages and disadvantages entitled with dialogic and non-dialogic teaching. Dialogic teaching enables in linking learning and behaviour for developing learning interest and satisfaction. Additionally, it aids in developing language learning, which in return assists in improving interpersonal communication. Dialogic teaching might adversely affect the behaviour of children in relation to anxiety and a lack of self-expression. Moreover, Kwo & et. al. (2004) also stated that significance of non-dialogic teaching has improved in the present scenario for technological development, which has transmitted teaching as well as learning system. In this context, it is ascertained that children with the assistance of web teaching and audiotapes are having better access towards different teaching materials. On the other hand, non-dialogic teaching is identified to be ineffective in language teaching. Correspondingly, children might not be able to develop their interpersonal communication skill (Kwo & et. al., 2004). Aims of Research Children in their school days are provided with teaching practices based on the concepts of dialogic and non-dialogic teaching. Moreover, the two teaching practices are based on the theory of Piaget and Vygotsky. In this regard, the aims of the research exercise are provided hereunder: To understand the concepts of dialogic and non-dialogic teaching To comprehend the main theories of developing cognitive thinking which include Piaget theory and Vygotsky theory To identify the limitations associated in the cognitive thinking process of children during the age of eight To critically understand the views in relation to development of language and thinking To have a critical understanding of the ways based on which teaching and learning can be recognised through psychology but not through practice Research Hypothesis Teaching practices of children are based on two major concepts which include dialogic and non-dialogic teaching. The teaching practices assist students in having a better understanding of different procedures based on which children are offered with the opportunity of enhancing their reasoning abilities, intellectual capabilities and language among others. Therefore, the research will aid in understanding the most effective teaching process among dialogic and non-dialogic teaching. Correspondingly, the research will also aid in determining to what extent Piaget theory and Vygotsky theory are used presently in the teaching practices. In this context, hypotheses are formulated with the aim of ascertaining the research objectives, which are provided hereunder: Hypothesis I Null Hypothesis (Ho): Dialogic teaching is more effective than non-dialogic teaching Alternative Hypothesis (H1): Dialogic teaching is less effective than non-dialogic teaching Research Design In this particular proposed research study, an experimental research design based on pre-test and post-test approach will be used with the intention of determining the most effective teaching practise and theory. The pre-test and post-test approach aids is having a better understanding of the impact of certain treatment on respondents before and after experiments conducted. In this regard, pre-test and post-test approach will be used with the aim of determining the effectiveness of teaching practices for children to develop their cognitive thinking and reasoning abilities. The research based on pre-test and post-test appeared will assist in analysing the outcomes of tests or experiments conducted (Mitchell & Jolley, 2012; Bonate, 2010). The pre-test and post-test research designs are effective in ascertaining the changes caused owing to the changes in environment. Subsequently, measuring the changes will provide adequate information in relation to performance level before as well as after the changes. Therefore, measuring changes will aid in determining the behavioural and learning performance level achieved by children or students. Contextually, the research design based on pre-test and post-test approach will aid in understanding the changes in experiment subjects in two levels that include pre-treatment along with post-treatment (Bordens & Abbott, 2006). In this proposed research study, the pre-test and post-test approach will be conducted on children of eight years of age. The study will focus on students with the aim of identifying the effectiveness of theories in relation to cognitive development. Additionally, it will also provide adequate information in relation to the helpfulness of teaching practices that are used by teachers in schools. Correspondingly, the sample size of the proposed research study will be around 50 students of eight years of age. Additionally, students considered in this research design are to be experimented based on mathematics. The proposed experimental research study is conducted in order to comprehend effective teaching practices for children wherein 30 students would be taught in dialogic way who are regarded as experiment group. In this regard, certain specific procedure is followed in accordance with which research should be conducted. The procedure is provided hereunder: Provide structured mathematical questions Analyse pupil to pupil talk Analyse exploratory talk Investigate teaching talk Compare discussion and dialogue Source: (Tuckley & Thompson, 2004) Contextually, experiment group on the basis of the procedure will be able to provide adequate information in a comprehensive manner. It will also be facilitated with the opportunity of having a better understanding of the differences that might exist before and after the experiment in relation to critical abilities and understanding capabilities (Mercer & Sams, 2006). On the other hand, the remaining 20 students would be taught in non-dialogic manner and are considered as control group. A specific procedure will be followed in order to ensure that the proposed research is conducted successfully, which is detailed hereunder: Provide scripts on mathematical questions Analyse individual pupil understanding Interpret individual cognitive skills Compare knowledge level Source: (Frijters & et. al., 2006) Subsequently, the procedure will facilitate in providing adequate information in relation to changes in knowledge and cognitive level before and after experiment of control group (Frijters & et. al., 2006). In order to improve the effectiveness of the research design and its relevant outcomes, different tests are undertaken. Responsively, before conducting the experiment, different tests will be undertaken including ‘general reasoning skills’, academic aptitude and mathematic subject-matter knowledge. In a similar manner, after the experiment certain tests will be conducted which include ‘quality of value orientation’ (QVO) and ‘generative fluency of reasoning’ (GFR). In this purview, the proposed research with the assistance of experiments and tests will be able to provide important information about effective teaching practices between dialogic and non-dialogic teaching (Frijters & et. al., 2006). General Ethical Issues In every kind of research, there are certain ethical issues, which are required to be taken into concern with the aim of ensuring that research is conducted appropriately. Ethical considerations are presented in different areas that include informed consent, analysis as well as integration of data, confidentiality, privacy and finally the reporting of final results. In this domain, the proposed research study is required to be conducted with certain ethical considerations. The researcher should ensure that permission of the principal of the school is sought prior to the research. Additionally, the students and teachers associated with the proposed research study should be provided with detailed explanation in relation to the research study purposes. The researchers are also required to obtain consent from students, family members and teachers. Moreover, the tests and the experiments to be conducted should be kept confidential with the aim of ensuring that the proposed research study in conducted without biasness. The name of the school should be kept confidential so that negative implications in relation to the outcomes of the proposed research can be mitigated. Researchers are also required to ensure that all the information related with this research study including a set of questions will be stored electronically and destroyed after a stipulated time period. In case during post-test, if one group performed significantly well in the experiment than the other group then confidentiality and privacy should be ensured for better future reference of the proposed research study and further research study (Diwu, 2010). Reflection The proposed research study is based on the concept of understanding effective teaching practices that include dialogic and non-dialogic teaching. In this purview, the findings of the proposed research study will provide adequate information in relation to the teaching practice effective in improving critical thinking, knowledge and cognitive abilities of students. Correspondingly, it will assist in having a better understanding of teaching practices accountable for enhanced academic performances of students. Subsequently, the findings of the proposed research study will aid teachers in having better knowledge about teaching practices in future based on which students might be able to develop themselves academically as well as socially. References Blake, B. & Pope, T., 2008. Developmental Psychology: Incorporating Piaget’s and Vygotsky’s Theories in Classrooms. Journal of Cross-Disciplinary Perspectives in Education, Vol. 1, No. 1, pp. 59 - 67. Bonate, P. L., 2010. Analysis of Pretest-Posttest Designs. CRC Press. Bordens, K. S. & Abbott, B. B., 2006. Research Design and Methods. Tata McGraw-Hill. DeVries, R., No Date. Vygotsky, Piaget, and Education: A Reciprocal Assimilation of Theories and Educational Practices. Publications. [Online] Available at: http://www.uni.edu/coe/regentsctr/Publications/Vygotsky%20Piaget%20and%20Edu.pdf [Accessed May 21, 2014]. Diwu, C., 2010. Effects of a Dialogical Argumentation Instructional Model on Grade 10 Learners’ Conception of Fermentation. Files. [Online] Available at: http://www.praesa.org.za/files/2012/07/Paper36.pdf [Accessed May 21, 2014]. Frijters, S. & et. al., 2006. Effects of Dialogic Learning on Value-Loaded Critical Thinking. Learning and Instruction, Vol. 18, pp. 66-82. Gallin, P., 2010. From an Educational Concept to Daily Classroom Teaching. Dialogic Learning, pp. 1-10. Goswami, U., 2008. Blackwell Handbook of Childhood Cognitive Development. John Wiley & Sons. Haan, M. D. & Johnson, M. H., 2005. The Cognitive Neuroscience of Development Volume 3 of Studies in Developmental Psychology. Psychology Press. Kwo, O. & et. al., 2004. Developing Learning Environments: Creativity, Motivation and Collaboration in Higher Education. Hong Kong University Press. Lehesvouri, S. & et. al., 2011. Enriching Primary Student Teachers’ Conceptions about Science Teaching: Towards Dialogic Inquiry-Based Teaching. Nordina, Vol. 7, No. 2, pp. 140-159. Meadows, S., 2012. The Child as Thinker: The Development and Acquisition of Cognition in Childhood. Routledge. Mercer, N. & Sams, C., 2006. Teaching Children how to use Language to Solve Maths Problems. Language and Education, Vol. 20, No. 6, pp. 507-528. Mitchell, M. & Jolley, J., 2012. Research Design Explained. Cengage Learning. Nelson, C. A., 2013. Basic and Applied Perspectives on Learning, Cognition, and Development: The Minnesota Symposia on Child Psychology, Volume 28. Psychology Press. Tuckley, E. & Thompson, J., 2004. Developing Dialogic Teaching in Mathematics. Education Exchange, pp. 1-29. Wolfe, S. & Alexander, R. J., 2008. Argumentation and Dialogic Teaching: Alternative Pedagogies for a Changing World. Beyond Current Horizons, pp. 1-18. Read More