Conceptually Driven Inquiry: Addressing the Tension between Dialogicity and Teleology in Dialogic Approaches to Classroom Talk

Autor/in	Clarà, Marc
Titel	Conceptually Driven Inquiry: Addressing the Tension between Dialogicity and Teleology in Dialogic Approaches to Classroom Talk
Quelle	In: Educational Review, 75 (2023) 3, S.468-487 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1911
DOI	10.1080/00131911.2021.1923462
Schlagwörter	Dialogs (Language); Classroom Communication; Teaching Methods; Learning Theories; Teacher Student Relationship; Inquiry; Active Learning; Concept Formation; Sociocultural Patterns; Child Development; Piagetian Theory; Developmental Stages; Cognitive Structures; Elementary School Students; Science Instruction; Scientific Concepts + Suchen Sie Ihr Suchwort? Dialog; Dialogs; Dialogue; Dialogues; Klassengespräch; Teaching method; Lehrmethode; Unterrichtsmethode; Learning theory; Lerntheorie; Teacher student relationships; Lehrer-Schüler-Beziehung; Aktives Lernen; Concept learning; Begriffsbildung; Soziokulturelle Theorie; Kindesentwicklung; Cognitive structure; Kognitive Struktur; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht
Abstract	This paper addresses a problem that greatly complicates the implementation of dialogic educational approaches in schools: the dilemma between driving children's talk towards normatively accepted conceptions and, at the same time, avoiding the introduction of these normative conceptions into the dialogue by the teacher. I argue that this dilemma is in fact the expression of an unarticulated theoretical tension between teleology and dialogicity in Vygotsky's theory, which is the foundation, together with Bakhtin's work, for many dialogic approaches to education. This paper describes this tension in Vygotsky's theory and presents a type of talk that enables the articulation of teleology and dialogicity at a practical level: conceptually driven inquiry. In this type of talk, children form meaning spontaneously in conditions of dialogicity, but under the influence of a higher-generality meaning that the child simultaneously forms non-spontaneously -- through intellectual imitation. Although not itself the "telos," this higher-generality meaning provides teleological direction to children's dialogic inquiry. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01