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The Use of Triadic Dialogue in the Science Classroom: a Teacher Negotiating Conceptual Learning with Teaching to the Test

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Abstract

The purpose of this research is to better understand the uses and potential of triadic dialogue (initiation-response-feedback) as a dominant discourse pattern in test-driven environments. We used a Bakhtinian dialogic perspective to analyze interactions among high-stakes tests and triadic dialogue. Specifically, the study investigated (a) the global influence of high-stakes tests on knowledge types and cognitive processes presented and elicited by the science teacher in triadic dialogue and (b) the teacher’s meaning making of her discourse patterns. The classroom talk occurred in a classroom where the teacher tried to balance conceptual learning with helping low-income public school students pass the national tests. Videos and transcripts of 20 grade 8 and 9 physical science sessions were analyzed qualitatively. Teacher utterances were categorized in terms of science knowledge types and cognitive processes. Explicitness and directionality of shifts among different knowledge types were analyzed. It was found that shifts between factual/conceptual/procedural-algorithmic and procedural inquiry were mostly dialectical and implicit, and dominated the body of concept development lessons. These shifts called for medium-level cognitive processes. Shifts between the different knowledge types and procedural-testing were more explicit and occurred mostly at the end of lessons. Moreover, the science teacher’s focus on success and high expectations, her explicitness in dealing with high-stakes tests, and the relaxed atmosphere she created built a constructive partnership with the students toward a common goal of cracking the test. We discuss findings from a Bakhtinian dialogic perspective and the potential of triadic dialogue for teachers negotiating multiple goals and commitments.

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Notes

  1. We do not believe that we have a privileged view, but aim to diversify and enrich ways by which classroom discourse is conceived of and analyzed.

  2. Categories of knowledge types and cognitive processes are explained in detail below.

  3. Pseudonym

  4. Those students had absenteeism issues

  5. For example, during the larger study’s dialogues, she equated passing the national exam to students reaching a “safe haven,” and her needing to negotiate test prep with students’ need to conceptually and deeply understand the content.

  6. In Lebanon, teachers refer to classes in which students sit for high-stakes tests as “Certificate classes;” these are grade 9 and grade 12. In grade 9, students obtain the “Lebanese Intermediate Certificate,” and in grade 12, the “Lebanese Secondary School Certificate.”

  7. Italicized statements in all excerpts denote the use of Lebanese Arabic, others in English.

  8. The teacher and students’ first language is not English. Sometimes, sentence structure and word choice may not follow the typical use of an English speaker.

  9. Ms. Leila used this phrase often meaning, “Do you all agree?” or “Do you get it?”

  10. The Lebanese Ministry of Education conducts meetings for teachers to learn how tests will be graded.

  11. A note to be made is that Lebanese textbooks, which are written in English, as compared to the ones published in the USA for example are rather shorter and have much less narrative explanations.

  12. As defined in Western curricular reform (e.g., NRC 1996): “identifying and posing questions, designing and conducting investigations, analyzing data and evidence, using models and explanations, and communicating findings” (Keys and Bryan 2001, p. 632).

  13. Even though this research was conducted in grades 8 and 9, the complexity of curriculum material and the high-stakes tests make the classrooms observed comparable to high school classrooms.

  14. Around 60% of students in Lebanon go to private schools.

  15. The language of instruction in science is English, which is not the students’ and teachers’ native language.

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Authors and Affiliations

  1. Department of Education, University of Balamand, Balamand, Al Kurah, Lebanon

    Sara Salloum

  2. American University of Beirut, Bliss St., Beirut, Lebanon

    Saouma BouJaoude

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  1. Sara Salloum
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  2. Saouma BouJaoude
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Correspondence to Sara Salloum.

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Salloum, S., BouJaoude, S. The Use of Triadic Dialogue in the Science Classroom: a Teacher Negotiating Conceptual Learning with Teaching to the Test. Res Sci Educ 49, 829–857 (2019). https://doi.org/10.1007/s11165-017-9640-4

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