Use dialogic lesson formats when teaching value-loaded critical thinking¶

Strategy · All strategies
Evidence · 2 claims (2 for) · 1 study (1 causal), q3 · 0 of 1 report an effect size · 2 claims rest on one study

Description¶

The article's comparison of lesson series supports designing lessons for value-loaded critical thinking in dialogic form rather than non-dialogic form. The dialogic lesson series produced more positive effects on both generative fluency of reasoning and quality of value orientation, making dialogic organization the implementable choice the study's results favor.

Design Implications¶

Context¶

Requirements¶

• Lesson series addressing value-loaded critical thinking, organized so that a dialogic format can be contrasted with a non-dialogic one.

Constraints¶

• Evidence comes from pre-vocational secondary education in Biology; the available text prints no effect sizes.

Target Learners¶

• Pre-vocational secondary education students

Target Learning Goals¶

• Generative fluency of reasoning
• Quality of value orientation

Claims¶

• Dialogic learning produces a more positive effect on value-loaded critical-thinking competences than non-dialogic learning in pre-vocational secondary Biology [+W]
• Gains in critical-thinking competences from dialogic lessons did not come at the expense of Biology subject-matter knowledge [+W]

Related Strategies¶

Examples¶

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Key Sources¶

• 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