Title
Effects of dialogic learning on value-loaded critical thinking Effects of dialogic learning on value-loaded critical thinking
Author
Faculty/Department
Faculty of Applied Economics
Publication type
article
Publication
Oxford ,
Subject
Educational sciences
Source (journal)
Learning and instruction / EARLI. - Oxford, 1991, currens
Volume/pages
18(2008) , p. 66-82
ISSN
0959-4752
1873-3263
Carrier
E
Target language
English (eng)
Full text (Publishers DOI)
Abstract
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.
E-info
https://repository.uantwerpen.be/docman/iruaauth/67d23d/f06b4e7ae08.pdf