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Volume 21, Issue 2 (Summer 2019)
Advances in Cognitive Sciences 2019, 21(2): 94-107 |
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Ali N, Esmaeili F, Seifpour S, Khorami A, Anvar S, Talkhabi M, et al . Effect of Socratic dialogic teaching on sixth grade students' attention and academic achievement. Advances in Cognitive Sciences 2019; 21 (2) :94-107
URL: http://icssjournal.ir/article-1-883-en.html
URL: http://icssjournal.ir/article-1-883-en.html
Nouri Ali * 
1, Fataneh Esmaeili2 , Saman Seifpour3 , Anahita Khorami4 , Samira Anvar2 , Mahmoud Talkhabi5 , Fatemeh Bolbolli6 , Nahid Noorian7
1, Fataneh Esmaeili2 , Saman Seifpour3 , Anahita Khorami4 , Samira Anvar2 , Mahmoud Talkhabi5 , Fatemeh Bolbolli6 , Nahid Noorian7
1- Associate Professor, Department of Educational Sciences, Malayer University, Malayer, Iran
2- MA in Mind, Brain, and Education Studies, Iran
3- MA in Medical Engineering, Iran
4- PhD in Cognitive Neuroscience, School of Behavioral Sciences & Mental Health, Iran Institute of Psychiatry, Iran University of Meadical Sciences, Tehran, Iran
5- Assistant Professor, Department of Educational Management, Farhangian University and Institute for Cognitive Science Studies, Tehran, Iran
6- BA in Primary Education, Tehran, Iran
7- MA in Clinical Psychology, Tehran, Iran
2- MA in Mind, Brain, and Education Studies, Iran
3- MA in Medical Engineering, Iran
4- PhD in Cognitive Neuroscience, School of Behavioral Sciences & Mental Health, Iran Institute of Psychiatry, Iran University of Meadical Sciences, Tehran, Iran
5- Assistant Professor, Department of Educational Management, Farhangian University and Institute for Cognitive Science Studies, Tehran, Iran
6- BA in Primary Education, Tehran, Iran
7- MA in Clinical Psychology, Tehran, Iran
Abstract: (4260 Views)
Introduction: The Socratic Dialogue is one of the effective strategies of teaching, with strong research evidence supporting its positive effects on improving student learning and thinking skills. In this regard, the present study was conducted to investigate the effect of Socratic Dialogue teaching on sixth grade students' attention and academic achievement.
Methods: This study was conducted with a mixed method approach (quasi-experimental and phenomenological). Participants in this study were 24 sixth grade male students, half of whom were in the experimental group (dialogic method) and the other half in the control group (non-dialogic method). The Attention Network Test and CPT were used for measuring the changes in the efficacy of students' attention and a multi-choice test was designed to assess students’ academic performance. Event-related potentials (ERPs) were also used for recording and representing the changes in neural network of attention when they performed the attention network test. Moreover, the semi-structured interview was utilized to describe the experiences of the teachers and students in the experimental group at the end of the intervention period.
Results: Results of the study indicated that there was a statistically significant difference between the mean scores of students of the experimental and control groups on the executive control and overall omission in favor of the experimental group. Further, there was a statistically significant difference between the mean scores of the student of the experimental and control groups on the academic achievement tests (except for mathematics) in favor of the experimental group. The ERPs data also indicated the effect of amplitude of the incongruent task at the Fz electrode and the latency of neutral task at the CZ electrode for the P200 component enhanced significantly after training for experimental group. Howevr, there was not a significant relationship among all measured changes for the N200 component. The analysis of the qualitative data obtained from the interview confirmed the role of the Socratic dialogue method in improving attention and academic performance.
Conclusion: These results support the positive effects of Socratic dialogue in enhancing some aspects of students’ attention and their academic achievement. These effects are highly likely related to the questioning nature of dialogic learning context that encourages students to continuously control and monitor their own attention processes.
Methods: This study was conducted with a mixed method approach (quasi-experimental and phenomenological). Participants in this study were 24 sixth grade male students, half of whom were in the experimental group (dialogic method) and the other half in the control group (non-dialogic method). The Attention Network Test and CPT were used for measuring the changes in the efficacy of students' attention and a multi-choice test was designed to assess students’ academic performance. Event-related potentials (ERPs) were also used for recording and representing the changes in neural network of attention when they performed the attention network test. Moreover, the semi-structured interview was utilized to describe the experiences of the teachers and students in the experimental group at the end of the intervention period.
Results: Results of the study indicated that there was a statistically significant difference between the mean scores of students of the experimental and control groups on the executive control and overall omission in favor of the experimental group. Further, there was a statistically significant difference between the mean scores of the student of the experimental and control groups on the academic achievement tests (except for mathematics) in favor of the experimental group. The ERPs data also indicated the effect of amplitude of the incongruent task at the Fz electrode and the latency of neutral task at the CZ electrode for the P200 component enhanced significantly after training for experimental group. Howevr, there was not a significant relationship among all measured changes for the N200 component. The analysis of the qualitative data obtained from the interview confirmed the role of the Socratic dialogue method in improving attention and academic performance.
Conclusion: These results support the positive effects of Socratic dialogue in enhancing some aspects of students’ attention and their academic achievement. These effects are highly likely related to the questioning nature of dialogic learning context that encourages students to continuously control and monitor their own attention processes.
Type of Study: Research |
Subject:
Special
Received: 2017/09/25 | Accepted: 2018/07/17 | Published: 2019/09/21
Received: 2017/09/25 | Accepted: 2018/07/17 | Published: 2019/09/21
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