Akademik Veri Yönetim Sistemi
(International Journal of Eurasian Education and Culture, cilt.7, sa.19, ss.2250-2295, 2022 (Hakemli Dergi)
This research was conducted to examine the applicability of the dialogic approach in teaching the
subject of quadrilaterals to 5th grade students. The participants of the research are three students
studying in the 5th grade of a public school in Ortahisar district of Trabzon province in the 2021-
2022 academic year. In the research in which the case study method was adopted, the course
process, which was taught in accordance with the dialogic approach with the students, lasted for
three weeks. “Creating a diagonal scenario”, “change the position of the quadrilaterals”,
“painting”, “secret grouping activity, “create a particular group of quadrilaterals analogous to the
map of Turkey” activities were done in the lesson. Video recordings, teacher diaries and student
diaries were used in the research. The obtained data were analyzed with descriptive analysis
method and interpreted according to Alexander’s (2010) dialogic teaching principles
"collectiveness", "reciprocity", "supportiveness", "cumulativeness" and "purposefulness". Data
diversity was ensured through data triangulation to increase the validity and reliability of the study.
The lessons taught with the dialogic approach took longer than the traditional method because
they are designed according to the student's responses. In this approach, the student felt valued,
active and satisfied with the application. From the teacher's point of view, the dialogic approach
allowed the student's misconceptions to be accurately identified and also provided the opportunity
to immediately resolve those misconceptions by creating a cognitive conflict. Although in the early
days, it could be seen that the teacher could not break away from the traditional teacher role and
presented prefabricated answers without directing the dialogues, she later adapted to her new
role. She managed to conduct the dialogues under Alexander's principles. At the end of the
research, it is recommended to create discussion environments in order to increase the
questioning skills of the students. Books can be prepared, and teacher training on the dialogic
approach can be conducted. This study can be conducted in crowded classrooms by enriching them
with technology. In this way, time can be saved in conducting the activities.