Dialogic learning produces a more positive effect on value-loaded critical-thinking competences than non-dialogic learning in pre-vocational secondary Biology¶

Claim · All claims
Evidence · 1 study · causal r? · q3
Currency · newest study 2008 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Compared to the non-dialogic condition, the dialogic learning condition resulted in a more positive effect on students' critical-thinking competences in terms of generative fluency of reasoning. → Frijters 2008 q3 i? The dialogic condition also yielded a more positive effect on the quality of students' value orientation. → Frijters 2008

Evidence¶

Frijters 2008¶

Frijters, S., ten Dam, G., & Rijlaarsdam, G. (2008). Effects of dialogic learning on value-loaded critical thinking. Learning and Instruction, 18(1), 66-82. https://doi.org/10.1016/j.learninstruc.2006.11.001

q3 · i? · causal · r?

A published experimental study in pre-vocational secondary education compared a Dialogic and a Non-Dialogic lesson series for value-loaded critical thinking in Biology. The article reports the dialogic condition showed "a more positive effect on the critical-thinking competences of the students"; no effect sizes are printed in the available text.

"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."

Discussion¶

Learner Variables¶

• Critical Thinking — outcome: instruction changes it

Related Claims¶

• Gains in critical-thinking competences from dialogic lessons did not come at the expense of Biology subject-matter knowledge — related
• GenAI-assisted education produces significantly higher higher-order thinking abilities than non-GenAI approaches (g = 0.72) — a broader claim this one bears on
• Argumentation Improves Reasoning — related
• The TEFA-T model improves students' critical thinking skills on all measured indicators compared with conventional instruction — related
• Cognitive offloading to generative AI is associated with reduced learner engagement, lower critical thinking, and lower-quality reasoning — reports the opposite