Next Article in Journal
Measuring and Comparing Student Performance: A New Technique for Assessing Directional Associations
Previous Article in Journal
How to Align the University Curricula with the Market Demands by Developing Employability Skills in the Civil Engineering Sector
Article Menu

Export Article

Open AccessArticle
Educ. Sci. 2017, 7(4), 76; doi:10.3390/educsci7040076

In Search of Dialogicity: A Comparison of Curricular Documents and Classroom Interactions from Finland and Hong Kong

1
Department of Teacher Education, University of Jyväskylä, 40014 Jyväskylä, P.O. Box 35, Finland
2
Faculty of Education, University of Hong Kong, Pok Fu Lam, Hong Kong
3
Department of Science and Technology Education, University of Johannesburg, Auckland Park, P.O. Box 524, South Africa
*
Author to whom correspondence should be addressed.
Received: 10 August 2017 / Revised: 10 September 2017 / Accepted: 18 September 2017 / Published: 25 September 2017
View Full-Text   |   Download PDF [228 KB, uploaded 26 September 2017]

Abstract

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-class discussions. Dialogic interactions include mutual consideration of different and even diverging views. This study first reviews the dialogic themes in the curricula, then explores the ways in which student-centered approaches can be realized in practice by analyzing the dialogic interactions in two classroom examples. The dialogic themes identified in the curricula are considered in the context of the classroom examples. As science classroom interactions are still prevailingly teacher-centered and authoritative, the insights into alternative approaches generated by the examples are discussed. This study prepares the context for further discussion of curricular development, dialogicity and its implications for teaching and teacher education. View Full-Text
Keywords: curricular reform; dialogicity; science teaching; student-centeredness curricular reform; dialogicity; science teaching; student-centeredness
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. (CC BY 4.0).

Scifeed alert for new publications

Never miss any articles matching your research from any publisher
  • Get alerts for new papers matching your research
  • Find out the new papers from selected authors
  • Updated daily for 49'000+ journals and 6000+ publishers
  • Define your Scifeed now

SciFeed Share & Cite This Article

MDPI and ACS Style

Lehesvuori, S.; Chan, K.K.H.; Ramnarain, U.; Viiri, J. In Search of Dialogicity: A Comparison of Curricular Documents and Classroom Interactions from Finland and Hong Kong. Educ. Sci. 2017, 7, 76.

Show more citation formats Show less citations formats

Note that from the first issue of 2016, MDPI journals use article numbers instead of page numbers. See further details here.

Related Articles

Article Metrics

Article Access Statistics

1

Comments

[Return to top]
Educ. Sci. EISSN 2227-7102 Published by MDPI AG, Basel, Switzerland RSS E-Mail Table of Contents Alert
Back to Top