Description
Book SynopsisRecent academic research criticizes the effectiveness of traditional lecturing methods and instead shows the pedagogical effectiveness of active learning methods, especially discussion-based education. Drawing on the dialogic writings of Bakhtin, Freire, and Habermas, this study reviews the five primary themes cited in active learning research: improvements in student concentration; socialization in disciplinary norms; scaffolding towards higher critical thinking; inclusion of non-traditional learning styles; and reduction of student absenteeism. Testing these findings in a discussion-based undergraduate college education classroom, this study finds significant improvements towards higher critical thinking skills, increased student concentration, and reduced student absenteeism. However, the study finds questionable effectiveness of discussion-based teaching for socializing undergraduate college education students in disciplinary norms.
Trade ReviewCynthia Cohen’s Applying Dialogic Pedagogy: a Case Study of Discussion-Based Teaching is an illuminating case study of the perils and possibilities we face as we move from lectures to dialogue in classrooms. It shows clear ways forward to avoid the perils and fully realize the possibilities. -- James Paul Gee, Arizona State University
Table of ContentsAcknowledgements Chapter 1: Introduction: Lectures Are Failing Chapter 2: Theory and Effectiveness of Discussion-Based Pedagogy Chapter 3: Findings from a Case Example of a Discussion-based Classroom Chapter 4: Discussion and Conclusions Bibliography About the Author
