FROM DIDACTIC TO DIALOGICAL TEACHING Intervention to Foster

FROM DIDACTIC TO DIALOGICAL TEACHING Intervention to Foster Scientific Argumentation and Dialogical Teaching in Ethiopian Teacher Education Mekbib Alemu, Addis Ababa University Dr. Per Kind, Dr. Vanessa Kind, Durham University Dr. Mesfin Tadesse, Dr. Mulugeta Atenafu, and Dr. Kassa Michael, Addis Ababa University Dr. Taha Raja SAARMSTE, 2018 Gaborone, Botswana January 16, 2018

Dr. Per Morten Kind 1 Oct 2017 - Always in our thoughts ∂

Motivation: • Low income countries have low attainment compared to middle and high income nations • In a long-term international study on Ethiopia, India, Peru and Vietnam ∂ Þ Lowest in Mathematics and Reading attainment Þ Widening learning gap as children are growing • Slower rate of learning progress over a year • Negative attitude towards science learning and in general about schooling q Relatively new phenomena of mass education

Rationales: o Socio-cultural learning theory (Vygotsky, Bakhtin, Wertsch etc. ) o Learning is internalization of knowledge and skills o Dialogical teaching (Robin Alexander ) o Argumentation theory (Toulmin and others) o Science is no more treated as a pure empirical-logical activity ∂ o Scientific argumentation (socio-cultural learning through arguing) o Disciplinary dialogical teaching = Dialogical Teaching + scientific argumentation o Add reasoning (Crombie) o mathematic-deductive reasoning, hypothetical modelling, and experimental reasoning 4

Purpose of the Study Rationales: 1. Identify strategies to promote scientific argumentation and dialogical teaching in physics courses in the teacher education programme. 2. Trial the strategies and determine the extent to which ∂ their implementation enhances teachers’ pedagogic practice. 3. Determine the extent to which lessons that follow these strategies lead to enhanced quality in students’ learning. 5

Methods of the Study • 3/10 regions of Ethiopia • 9/33 CTEs, 436 Pre-Service Physics Teachers, 31 CTE Lecturers • Video recordings • Interviews with Pre-Service ∂ teachers and CTE Lecturers • Pre- and Post-test • TIMSS physics conceptual items • Orientation Questionnaire • 1 -year intervention • Intervention training and material

Findings: CTE Lecturers 1. Structural changes in lecturers’ classroom teaching observed Significant changes • Lecturing • Group work • Whole class dialogue • Teacher Summarizing ∂

Findings: CTE Lecturers 2. Treatment Lecturers showed significant variations in their leaching Teacher Summarises Lecturer 2 Teacher Revises Students Talk Individually Lecturer 1 ∂ Individual Seatwork Whole Class Dialogue Group Work Teacher lecturing Teacher Introduction 0 10 20 30 40 50 60 70 Percent of lesson time Some use more balanced elements of dialogic teaching than others 80 90

Findings: Student Outcome 1. The Physics Pre-service teachers could not see the difference between pedagogic orientation constructs Pedagogic Preference Didactic Teaching ∂ Dialogic Teaching Naïve inquiry Teaching

Findings: Student Outcome 2. The Physics Pre-service teachers (M=20. 4 years) scored as good as TIMSS 13 years ∂ 3. There is small but significant difference from pre- to post-test

Findings: Student Outcome 4. Grade 12 entry pre service teachers did significantly better than grade 10 entries 5. In reasoning test, over all there is little progress 6. Treatment groups did better in the post test than ∂ comparison groups 7. Grade 12 entry treatment students did significantly better than both grade 10 entries and comparison groups

Conclusion: CTE Lecturers – Comparison CTE Lecturers – Intervention A structural change process of communication is finding its way into the old traditional teaching A more elaborate transitional stage towards dialogical teaching ∂

Conclusion: Lower level of Dialogic Teaching Language of instruction Difficult Curriculum ∂ • Lower level of conceptual learning • Weak reasoning • Confused orientation Weak entry profiles Low social status

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