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An investigation into the impact of dialogic teaching and Socratic questioning on the development of children’s understanding of complex historical concepts

Prendergast, David

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Abstract

Teachers use questioning to enhance students’ learning in the subject of history for all ages. Effective teachers plan their questioning and develop precocity in dealing with students’ responses. Students demonstrate interest in dialogue and teachers report high levels of participation in classroom discussions. This pilot study investigates teacher attitudes towards questioning in general and towards Socratic questioning. Socratic questioning is a systematic and targeted approach that seeks to promote greater understanding of subject matter at a group and an individual level. Teachers report their views of a given set of dialogic approaches, they expressed strong preferences for teacher talk and extended questioning. The full study will take this forward and will develop an example of Socratic questioning to use in target schools.

Citation

Prendergast, D. (2021). An investigation into the impact of dialogic teaching and Socratic questioning on the development of children’s understanding of complex historical concepts. In S. Riddle, & P. Bhatia (Eds.), Imagining Better Education: Conference Proceedings 2020 (108-120)

Conference Name Imagining Better Education 2020
Conference Location Durham, England
Publication Date 2021
Deposit Date Aug 4, 2021
Publicly Available Date Aug 4, 2021
Pages 108-120
Series Title Imagining Better Education
Book Title Imagining Better Education: Conference Proceedings 2020
Public URL https://durham-repository.worktribe.com/output/1140584
Publisher URL https://www.durham.ac.uk/departments/academic/education/

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