Donham Cristine, Andrews Tessa C
Department of Genetics, University of Georgia, Athens, Georgia, USA.
J Microbiol Biol Educ. 2023 Apr 20;24(2). doi: 10.1128/jmbe.00132-22. eCollection 2023 Aug.
Instructor discourse, defined as verbal interactions with students in the classroom, can play an important role in student learning. Instructors who use dialogic discourse invite students to develop their own ideas, and both students and the instructor share ideas in back-and-forth exchanges. This type of discourse is well-suited to facilitate deep learning for students but is rare in undergraduate biology classrooms. Understanding the reasoning that underlies the use of dialogic discourse can inform teaching professional development for instructors who are learning to use discourse to support student learning. Through classroom video recordings to identify dialogic discourse and stimulated recall interviews to elicit instructor reasoning, we investigated why undergraduate biology instructors used dialogic discourse in active-learning lessons. Using inductive and deductive qualitative analysis of interview transcripts, we identified and characterized seven reasons that instructors used dialogic discourse, including three aligned with a theoretical framework of student cognitive engagement and four that emerged from our data set. In addition to aiming to prompt generative cognitive engagement in 34% of instances of dialogic discourse, instructors used dialogic discourse to prompt activity, supply information, provide feedback, decipher student thinking, leverage student thinking, and cue students to make connections. Reasoning varied across different types of dialogic discourse. These findings provide valuable insights that can inform research, teaching professional development, and individual instructors' reflections.
教师话语，定义为在课堂上与学生的言语互动，在学生学习中可以发挥重要作用。使用对话式话语的教师会邀请学生发展自己的想法，学生和教师在来回交流中分享想法。这种话语类型非常适合促进学生的深度学习，但在本科生物学课堂中很少见。理解对话式话语使用背后的推理可以为那些正在学习使用话语来支持学生学习的教师的教学专业发展提供参考。通过课堂录像来识别对话式话语，并通过激发回忆访谈来引出教师的推理，我们调查了本科生物学教师在主动学习课程中使用对话式话语的原因。通过对访谈记录进行归纳和演绎定性分析，我们确定并描述了教师使用对话式话语的七个原因，其中三个与学生认知参与的理论框架一致，另外四个是从我们的数据集中出现的。除了在34%的对话式话语实例中旨在促使产生性认知参与外，教师使用对话式话语来促使活动、提供信息、提供反馈、解读学生思维、利用学生思维以及提示学生建立联系。不同类型的对话式话语推理各不相同。这些发现提供了有价值的见解，可以为研究、教学专业发展和个别教师的反思提供参考。
