The Nature of Dialogue in the Primary Science Classroom in Indonesia

Munasprianto Ramli ()
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Munasprianto Ramli: Manchester Institute of Education, University of Manchester

No 2704477, Proceedings of International Academic Conferences from International Institute of Social and Economic Sciences

Abstract: Dialogue plays important roles in education since the classroom is the place were teacher interacts with students and students talk to one another. This study explored the nature of dialogue in the classroom which implemented the new curriculum in Indonesia. To achieve this research purpose, I addressed the following research question; what are the key features and the pattern of classroom dialogue in the primary science classroom? A case study approach was employed for this study; I am focusing my study on one primary school in the Greater Jakarta. Using triangulation as a metaphor, I adopted two different methods for this study, including interviews and classroom observations. The finding shows that both triadic (Initiation Response Feedback/IRF) and Non Triadic (Initiation Response Probing Response Probing / IRPRP) pattern of dialogue occurred in the classroom talk. The study also indicates that most of the talk adopted cumulative and exploratory talk

Keywords: Dialogue; Classroom Talk; Primary Science; Science Education; New Curriculum (search for similar items in EconPapers)
JEL-codes: I20 I29 (search for similar items in EconPapers)
Pages: 1 page
Date: 2015-09
New Economics Papers: this item is included in nep-sea
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Published in Proceedings of the Proceedings of the 18th International Academic Conference, London, Sep 2015, pages 614-614

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