Background: Asking questions is an important scientific practice, and students around the world are expected to learn how to ask their own research questions while performing inquiry. In contrast to authentic scientific inquiry, in most simple inquiry tasks that are carried out in schools, the research questions are given to the students. Here, we characterized the teaching and learning of rese...

This document, of a theoretical nature, presents a reflection on dialogic rationality in nursing instruction, based on the principles that define this postmodern approach to education. The principles governing the development of dialogic pedagogy fall within the very epistemology of care, defining the explicit and implicit relationships that exist between knowledge and the practice of care. The...

The use of breakout rooms is an increasingly used tool in online teaching. This study uses Laurillard’s (2013) Conversational Framework to evaluate the effectiveness achieving learning through peer-to-peer dialogue large-scale Data were collected surveys, comprising Likert ratings and open questions, undergraduate students (n = 115) tutors 9) at Aberdeen Business School (Robert Gordon Universit...

This paper presents the theories and rationales guiding a forthcoming project of testing a dialogic program, using Socratic dialogue, to enhance social and emotional abilities of children diagnosed as autistic. The main study will be performed next year. The aim of this paper is to outline and examine the possibilities of Socratic dialogue as a basis for pedagogical thinking and practice when t...

Understanding how wikis are used to support collaborative learning is an important concern for researchers and teachers. Adopting a discourse analytic approach, this paper attempts to understand the teaching processes when a wiki is embedded in a science project in primary education to foster collaborative learning. Through studying interaction between the teacher and students, our findings ide...

This paper combines a critique of the underlying theories of concept mapping for university level learning and case study data from two students, one in Classics and one in Neuroscience. A shift from the cognitive perspectives of assimilation learning theory towards a more narrative and representational visualisation is described and used to foreground a more dialogic approach. The results and ...

This paper explores how field and indoor based students can be connected so that their contrasting circumstances and capabilities are used as a basis for learning. We describe the design of the ‘Out There and In Here’ system and activity. Using naturalistic evaluations in the context of higher education earth science, we find evidence that this approach can be beneficial in developing essential...