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Title
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Effects of dialogic learning on value-loaded critical thinking
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Author
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Abstract
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| Education should endeavour to include the competences that students need to participate in a democratic society in a responsible and adequate way. The crucial question is how this can be realized in a curriculum aimed at domain-specific knowledge and skills and organized in school subjects. In this article we present a study on teaching value-loaded critical thinking in pre-vocational secondary education implemented in the school subject of Biology. The sample comprised 297 students. We developed two lesson series for teaching value-loaded critical thinking: a Dialogic lesson series and a Non-Dialogic one. The results indicated that the dialogic learning condition, compared to the non-dialogic, resulted in a more positive effect on the critical-thinking competences of the students, both in terms of generative fluency of reasoning and quality of value orientation. The higher scores on critical-thinking variables were not at the expense of the subject-matter knowledge of Biology taught in these lessons. |
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Language
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English
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Source (journal)
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Learning and instruction / EARLI. - Oxford, 1991, currens
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Publication
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Oxford
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2008
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ISSN
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0959-4752
[print]
1873-3263
[online]
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DOI
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10.1016/J.LEARNINSTRUC.2006.11.001
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Volume/pages
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18
(2008)
, p. 66-82
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ISI
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000254787900006
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Full text (Publisher's DOI)
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Full text (publisher's version - intranet only)
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