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Producing or reproducing reasoning? Socratic dialog is very effective, but only for a few.

ABSTRACT: Successful communication between a teacher and a student is at the core of pedagogy. A well known example of a pedagogical dialog is 'Meno', a socratic lesson of geometry in which a student learns (or 'discovers') how to double the area of a given square 'in essence, a demonstration of Pythagoras' theorem. In previous studies we found that after engaging in the dialog participants can be divided in two kinds: those who can only apply a rule to solve the problem presented in the dialog and those who can go beyond and generalize that knowledge to solve any square problems. Here we study the effectiveness of this socratic dialog in an experimental and a control high-school classrooms, and we explore the boundaries of what is learnt by testing subjects with a set of 9 problems of varying degrees of difficulty. We found that half of the adolescents did not learn anything from the dialog. The other half not only learned to solve the problem, but could abstract something more: the geometric notion that the diagonal can be used to solve diverse area problems. Conceptual knowledge is critical for achievement in geometry, and it is not clear whether geometric concepts emerge spontaneously on the basis of universal experience with space, or reflect intrinsic properties of the human mind. We show that, for half of the learners, an exampled-based Socratic dialog in lecture form can give rise to formal geometric knowledge that can be applied to new, different problems.

SUBMITTER: Goldin AP

PROVIDER: S-EPMC5363905 | biostudies-literature | 2017

REPOSITORIES: biostudies-literature

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Producing or reproducing reasoning? Socratic dialog is very effective, but only for a few.

Goldin Andrea Paula AP Pedroncini Olivia O Sigman Mariano M

PloS one 20170323 3

Successful communication between a teacher and a student is at the core of pedagogy. A well known example of a pedagogical dialog is 'Meno', a socratic lesson of geometry in which a student learns (or 'discovers') how to double the area of a given square 'in essence, a demonstration of Pythagoras' theorem. In previous studies we found that after engaging in the dialog participants can be divided in two kinds: those who can only apply a rule to solve the problem presented in the dialog and those ...[more]

PMID: 28333955

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Project description:BackgroundIn a science classroom, students do not simply learn scientific ways of doing, knowing, and reasoning unless they find ways of appropriating scientific discourse. In the Next Generation Science Standards, major forms of scientific discourse are emphasized as a main part of the Science and Engineering Practices. To enhance student engagement in scientific discourse, teachers need to help students differentiate scientific ways of talking from everyday ways of talking. Thus, science teachers should be able to be aware of the differences to provide opportunities for students to engage in scientific discourse.ResultsIn this study, the classroom discourse analysis tool (CDAT) was developed to help science teachers and educators identify the patterns of their classroom discourse with the lens of scientific reasoning. The CDAT suggests a new way of discourse pattern finding with the two-dimensional graphic organizer and the quantitative data produced by the coding. To pilot the CDAT analysis, 13 videos and transcripts of two middle and one high school teachers' physical science classes were viewed and analyzed. The results from CDAT coding show illustrative information that characterizes the classroom discourse patterns in relation to scientific reasoning and teachers' questioning and feedback. A coded CDAT table shows what reasoning components used in the classroom dialogs between the teacher and students. It also shows how students engaged in the dialogs with the variations of their answers by the teacher's question and feedback.ConclusionThe results show the patterns of students' responses strongly depend on teacher's question or feedback. In addition, this analysis also generates various quantitative data that represent certain characteristics of the classroom discourse, i.e., length of dialog and the number of reasoning components used. The possible implications of CDAT analysis are to explore the relationships between teachers' discourse patterns and students' achievement along with changes in their reasoning skills. Student attitudinal outcomes such as motivations, interests, or self-efficacy could also be compared by the classroom discourse patterns revealed by CDAT. CDAT analysis itself can also be used in a teacher professional development as an intervention to help teachers see their classroom discourse patterns.

Project description:Cytomegalovirus (CMV) is acquired by the oral route in children, and primary infection is associated with abundant mucosal replication, as well as the establishment of latency in myeloid cells that results in lifelong infection. The efficiency of primary CMV infection in humans following oral exposure, however, is unknown. We consistently detected self-limited, low-level oral CMV shedding events, which we termed transient CMV infections, in a prospective birth cohort of 30 highly exposed CMV-uninfected infants. We estimated the likelihood of transient oral CMV infections by comparing their observed frequency to that of established primary infections, characterized by persistent high-level shedding, viremia, and seroconversion. We developed mathematical models of viral dynamics upon initial oral CMV infection and validated them using clinical shedding data. Transient infections comprised 76 to 88% of oral CMV shedding events. For this high percentage of transient infections to occur, we identified two mathematical prerequisites: a very small number of initially infected oral cells (1 to 4) and low viral infectivity (<1.5 new cells infected/cell). These observations indicate that oral CMV infection in infants typically begins with a single virus that spreads inefficiently to neighboring cells. Thus, although the incidence of CMV infection is high during infancy, our data provide a mechanistic framework to explain why multiple CMV exposures are typically required before infection is successfully established. These findings imply that a sufficiently primed immune response could prevent CMV from establishing latent infection in humans and support the achievability of a prophylactic CMV vaccine.IMPORTANCE CMV infects the majority of the world's population and is a major cause of birth defects. Developing a vaccine to prevent CMV infection would be extremely valuable but would be facilitated by a better understanding of how natural human CMV infection is acquired. We studied CMV acquisition in infants and found that infections are usually brief and self-limited and are successfully established relatively rarely. Thus, although most people eventually acquire CMV infection, it usually requires numerous exposures. Our analyses indicate that this is because the virus is surprisingly inefficient, barely replicating well enough to spread to neighboring cells in the mouth. Greater knowledge of why CMV infection usually fails may provide insight into how to prevent it from succeeding.

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Producing or reproducing reasoning? Socratic dialog is very effective, but only for a few.

Publications

Producing or reproducing reasoning? Socratic dialog is very effective, but only for a few.

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