Analysing Dialogue in STEM Classrooms in Ecuador: A Dual Socioeconomic Context in a High School

Autor/inn/en	Ching-Chiang, Lay-Wah Carolina; Fernández-Cárdenas, Juan Manuel
Titel	Analysing Dialogue in STEM Classrooms in Ecuador: A Dual Socioeconomic Context in a High School
Quelle	In: Journal of New Approaches in Educational Research, 9 (2020) 2, S.194-215 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Ching-Chiang, Lay-Wah Carolina) ORCID (Fernández-Cárdenas, Juan Manuel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2254-7339
Schlagwörter	Dialogs (Language); Classroom Communication; STEM Education; Socioeconomic Influences; Context Effect; Inclusion; Transformative Learning; High School Teachers; Instructional Improvement; Sequential Approach; Developing Nations; Foreign Countries; Ecuador + Suchen Sie Ihr Suchwort? Dialog; Dialogs; Dialogue; Dialogues; Klassengespräch; STEM; Sozioökonomischer Faktor; Inklusion; Pädagogische Transformation; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Unterrichtsqualität; Schrittfolge; Developing country; Developing countries; Entwicklungsland; Ausland
Abstract	Science, Technology, Engineering and Maths education (STEM Education) is presented as a way to reduce marginalisation and promote inclusion in developing countries. This qualitative study aims to identify ways of reducing marginality and promoting inclusion through dialogic and transformative learning by high school teachers of the New Harvest School (NHS), particularly in STEM Education. Method: The study was carried out within the framework of the critical social approach identifying four characteristics of dialogism. The data comprised ethnographic observations of classes, and interviews with the selected teachers, the vice-chancellor and the administrator of the institution. Results: The dialogic characteristics of sequentiality, positioning, historicity and plurality were found in the science classes taught by the institution. Teachers have curricular knowledge capabilities regarding STEM education; however, recommendations were presented regarding the dialogic training that teachers should have, which made this study particularly relevant for improving teachers' skills in this field. This article suggests options to create spaces for the use of educational dialogue and a liberating practice of education. (As Provided).
Anmerkungen	University of Alicante. Carretera San Vincente del Raspeig, Alicante, 03690, Spain. Tel: +34-96-590-3721; Fax: +35-96-590-3464; e-mail: editor.naerjournal@ua.es; Web site: https://naerjournal.ua.es
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01