NOMAD 9(2), 2004. Dialogic learning in collaborative investigation

 

HELLE ALRØ and OLE SKOVSMOSE

Abstract
This article claims that the quality of classroom communication influences the quality of learning. A dialogue can be seen as a conversation with certain qualities: it is a process of inquiry, includes risk-taking, and maintains equality. These qualities can be observed as dialogic acts. From observing teacher-student and student-student relationships in processes of collaboration we have identified different dialogic acts: getting in contact, locating, identifying, advocating, thinking aloud, reformulating, challenging and evaluating. These acts we include in the Inquiry Co-operation Model (IC-Model). A teaching-learning process rich in dialogic acts in different clusters and combinations provides learning with dialogic qualities. Such learning can emerge in an investigative learning environment. Thus, in this article we develop our understanding of dialogic learning by specifying elements of the IC-Model using an example from the mathematics classroom that takes place in a landscape of investigation.

Sammendrag
Artiklens omdrejningspunkt er, at kvaliteten af den kommunikation, som foregår i klasseværelset, har indflydelse på kvaliteten af den læring, som kan finde sted. En dialog kan forstås som en samtale med særlige kvaliteter: En dialog er undersøgende, risikofyldt og ligeværdig. Disse kvaliteter viser sig i form af dialogiske handlinger. Gennem observationer af lærer-elev og elev-elev samtaler i matematikundervisningen har vi identificeret en række dialogiske handlinger: komme i kontakt, opdage, identificere, advokere, tænke højt, reformulere, udfordre, evaluere. Disse handlinger har vi samlet i IC-Modellen (Inquiry Co-operation Model). En undervisnings- og læreproces, der er præget af dialogiske handlinger i forskellige mønstre og kombinationer, har dialogiske kvaliteter. En sådan læring kan opstå i et undersøgende læringsmiljø. Artiklen uddyber og specificerer IC-Modellen med reference til et eksempel fra matematikundervisningen, der udspiller sig i et undersøgelseslandskab.

HELLE ALRØ
Helle Alrø is associate professor in Interpersonal Communication, Department of communication, Aalborg University.

OLE SKOVSMOSE
Ole Skovsmose is professor in Mathematics Education and Philosophy, Department of Education and Learning, Aalborg University.