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Science Teachers' Dialogic Practices in Senior High School STEM Science Classrooms.

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Title: Science Teachers' Dialogic Practices in Senior High School STEM Science Classrooms.
Authors: Macaspac, Aubrey1 aubrey_d_macaspac@dlsu.edu.ph, Prudente, Maricar S.1 maricar.prudente@dlsu.edu.ph
Source: International Journal of Instruction. Oct2025, Vol. 18 Issue 4, p199-214. 16p.
Subject Terms: *STEM education, *High schools, *Science teachers, *Student engagement, *Discourse, Dialogics
Geographic Terms: Philippines
Abstract: The integration of diverse discourse strategies is crucial for fostering learning environments where students actively engage in scientific practices, interact with scientific data, and use the technical language of science. This descriptive quantitative study examines the dialogic practices of science teachers in senior high school STEM science classrooms, focusing on the frequency and nature of these practices as perceived by both teachers and students. Survey data were collected from 310 STEM students and 8 science teachers at a private institution in Cavite City, Philippines. A ten-item survey scale assessed the implementation of productive dialogic practices, with item-level analyses conducted using Mann-Whitney U-tests to examine differences in perceptions. Results revealed that students consistently rated the frequency of all ten dialogic practices higher than teachers, with significant disparities in specific moves, including 'Invite Others to Build on Ideas,' 'Build on Ideas,' 'Make Reasoning Explicit,' and 'Challenge.' Furthermore, teachers' years of experience exhibited a positive monotonic relationship with their perceived frequency of dialogic practices. These findings highlight the importance of critically examining how dialogue is enacted and positioned within Filipino science classrooms, emphasizing the need for enhanced awareness and implementation of effective dialogic strategies. [ABSTRACT FROM AUTHOR]
Copyright of International Journal of Instruction is the property of International Journal of Instruction and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Science Teachers' Dialogic Practices in Senior High School STEM Science Classrooms.
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  Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Instruction%22">International Journal of Instruction</searchLink>. Oct2025, Vol. 18 Issue 4, p199-214. 16p.
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  Data: *<searchLink fieldCode="DE" term="%22STEM+education%22">STEM education</searchLink><br />*<searchLink fieldCode="DE" term="%22High+schools%22">High schools</searchLink><br />*<searchLink fieldCode="DE" term="%22Science+teachers%22">Science teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br />*<searchLink fieldCode="DE" term="%22Discourse%22">Discourse</searchLink><br /><searchLink fieldCode="DE" term="%22Dialogics%22">Dialogics</searchLink>
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  Data: The integration of diverse discourse strategies is crucial for fostering learning environments where students actively engage in scientific practices, interact with scientific data, and use the technical language of science. This descriptive quantitative study examines the dialogic practices of science teachers in senior high school STEM science classrooms, focusing on the frequency and nature of these practices as perceived by both teachers and students. Survey data were collected from 310 STEM students and 8 science teachers at a private institution in Cavite City, Philippines. A ten-item survey scale assessed the implementation of productive dialogic practices, with item-level analyses conducted using Mann-Whitney U-tests to examine differences in perceptions. Results revealed that students consistently rated the frequency of all ten dialogic practices higher than teachers, with significant disparities in specific moves, including 'Invite Others to Build on Ideas,' 'Build on Ideas,' 'Make Reasoning Explicit,' and 'Challenge.' Furthermore, teachers' years of experience exhibited a positive monotonic relationship with their perceived frequency of dialogic practices. These findings highlight the importance of critically examining how dialogue is enacted and positioned within Filipino science classrooms, emphasizing the need for enhanced awareness and implementation of effective dialogic strategies. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of International Journal of Instruction is the property of International Journal of Instruction and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.29333/iji.2025.18411a
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      – Code: eng
        Text: English
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      – SubjectFull: Science teachers
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              Text: Oct2025
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