Dialogic Activity and Fostering the Understanding of Concepts :

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  • 説明活動が概念理解の促進に及ぼす効果
  • 説明活動が概念理解の促進に及ぼす効果--バフチン理論の「対話」の観点から
  • セツメイ カツドウ ガ ガイネン リカイ ノ ソクシン ニ オヨボス コウカ バフチン リロン ノ タイワ ノ カンテン カラ
  • —バフチン理論の「対話」の観点から—
  • “Dialogue” in Bakhtin’s Theory

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  The present study investigated effects of an educational practice called “dialogic activity,” which aims at promoting learners’ understanding of concepts by interpreting the relation between a concept and the learners’ everyday experiences dialogically, following Bakhtin’s theory.  Participants in the study were fifth graders in elementary school (20 boys, 20 girls).  Some of the pupils were required to make presentations about task concepts, whereas the other pupils, after listening to the presentations, were asked to devise questions from the perspective of their everyday experiences.  Comparison of the presentations performed in between the lessons suggested the efficacy of dialogic activity : (a) the presenters came to interpret the concepts by adopting the standpoint of their everyday experiences, and (b) the dialogic attitudes of the presenters toward the audience questions changed from rejecting to responsive.

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