The Impact of Professional Development on Dialogic Teaching for Science Teachers in Saudi Arabia

Saeed Almuntasheri

doi:doi:10.11648/j.sjedu.20200801.12

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The Impact of Professional Development on Dialogic Teaching for Science Teachers in Saudi Arabia

Saeed Almuntasheri

Published in Science Journal of Education (Volume 8, Issue 1)

Received: 6 January 2020 Accepted: 27 January 2020 Published: 11 February 2020

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Abstract

This study investigates the impact of a professional development that embed interactive/dialogic strategies on the enactment of these strategies to teach science-based inquiry in Saudi Arabia. Seventeen science teachers attended the professional development that embed dialogic conversation into teaching science-based inquiry. The instrument developed by previous reserachers was adapted to explore the science teachers’ use of the dialogic inquiry strategies prior and after their participations. This instrument consisted of 18 items with a Likert scale (alpha Cronbach = 0.79) and observe the strategies used in the stages of receiving information, and how teachers recognize and use the information collected about students’ thinking to develop dialogic inquiry. The overall results indicated that science teachers became more capable to develop dialogic inquiry strategies to interact with their students. Some strategies were highly developed at the receiving phase such as, writes down observations (M= 3.67), and interprets data (M=3.52), at the recognising phase (provide neutral responses M=3.41). However, strategies that indicate the use of students’ ideas to develop further inquiry did not exceed the moderate level (asking how/why questions (M=2.90). Science teachers also met with some difficulties to develop some strategies such as help the learners to come to an agreement upon an explanation (M=2.52). The study underlines the significance of incorporating dialogic conversation strategies into the professional development programs to help science teachers to enact scientific inquiry.

Published in	Science Journal of Education (Volume 8, Issue 1)
DOI	10.11648/j.sjedu.20200801.12
Page(s)	8-13
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Dialogic Taching, Scientific Inquiry, Professional Development

References

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Saeed Almuntasheri. (2020). The Impact of Professional Development on Dialogic Teaching for Science Teachers in Saudi Arabia. Science Journal of Education, 8(1), 8-13. https://doi.org/10.11648/j.sjedu.20200801.12

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Saeed Almuntasheri. The Impact of Professional Development on Dialogic Teaching for Science Teachers in Saudi Arabia. Sci. J. Educ. 2020, 8(1), 8-13. doi: 10.11648/j.sjedu.20200801.12

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Saeed Almuntasheri. The Impact of Professional Development on Dialogic Teaching for Science Teachers in Saudi Arabia. Sci J Educ. 2020;8(1):8-13. doi: 10.11648/j.sjedu.20200801.12

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@article{10.11648/j.sjedu.20200801.12,
  author = {Saeed Almuntasheri},
  title = {The Impact of Professional Development on Dialogic Teaching for Science Teachers in Saudi Arabia},
  journal = {Science Journal of Education},
  volume = {8},
  number = {1},
  pages = {8-13},
  doi = {10.11648/j.sjedu.20200801.12},
  url = {https://doi.org/10.11648/j.sjedu.20200801.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20200801.12},
  abstract = {This study investigates the impact of a professional development that embed interactive/dialogic strategies on the enactment of these strategies to teach science-based inquiry in Saudi Arabia. Seventeen science teachers attended the professional development that embed dialogic conversation into teaching science-based inquiry. The instrument developed by previous reserachers was adapted to explore the science teachers’ use of the dialogic inquiry strategies prior and after their participations. This instrument consisted of 18 items with a Likert scale (alpha Cronbach = 0.79) and observe the strategies used in the stages of receiving information, and how teachers recognize and use the information collected about students’ thinking to develop dialogic inquiry. The overall results indicated that science teachers became more capable to develop dialogic inquiry strategies to interact with their students. Some strategies were highly developed at the receiving phase such as, writes down observations (M= 3.67), and interprets data (M=3.52), at the recognising phase (provide neutral responses M=3.41). However, strategies that indicate the use of students’ ideas to develop further inquiry did not exceed the moderate level (asking how/why questions (M=2.90). Science teachers also met with some difficulties to develop some strategies such as help the learners to come to an agreement upon an explanation (M=2.52). The study underlines the significance of incorporating dialogic conversation strategies into the professional development programs to help science teachers to enact scientific inquiry.},
 year = {2020}
}

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TY  - JOUR
T1  - The Impact of Professional Development on Dialogic Teaching for Science Teachers in Saudi Arabia
AU  - Saeed Almuntasheri
Y1  - 2020/02/11
PY  - 2020
N1  - https://doi.org/10.11648/j.sjedu.20200801.12
DO  - 10.11648/j.sjedu.20200801.12
T2  - Science Journal of Education
JF  - Science Journal of Education
JO  - Science Journal of Education
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PB  - Science Publishing Group
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AB  - This study investigates the impact of a professional development that embed interactive/dialogic strategies on the enactment of these strategies to teach science-based inquiry in Saudi Arabia. Seventeen science teachers attended the professional development that embed dialogic conversation into teaching science-based inquiry. The instrument developed by previous reserachers was adapted to explore the science teachers’ use of the dialogic inquiry strategies prior and after their participations. This instrument consisted of 18 items with a Likert scale (alpha Cronbach = 0.79) and observe the strategies used in the stages of receiving information, and how teachers recognize and use the information collected about students’ thinking to develop dialogic inquiry. The overall results indicated that science teachers became more capable to develop dialogic inquiry strategies to interact with their students. Some strategies were highly developed at the receiving phase such as, writes down observations (M= 3.67), and interprets data (M=3.52), at the recognising phase (provide neutral responses M=3.41). However, strategies that indicate the use of students’ ideas to develop further inquiry did not exceed the moderate level (asking how/why questions (M=2.90). Science teachers also met with some difficulties to develop some strategies such as help the learners to come to an agreement upon an explanation (M=2.52). The study underlines the significance of incorporating dialogic conversation strategies into the professional development programs to help science teachers to enact scientific inquiry.
VL  - 8
IS  - 1
ER  -

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Author Information

Saeed Almuntasheri

Faculty of Eduaction, Albaha University, Albah, Saudi Arabia

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Saeed Almuntasheri. (2020). The Impact of Professional Development on Dialogic Teaching for Science Teachers in Saudi Arabia. Science Journal of Education, 8(1), 8-13. https://doi.org/10.11648/j.sjedu.20200801.12

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ACS Style

Saeed Almuntasheri. The Impact of Professional Development on Dialogic Teaching for Science Teachers in Saudi Arabia. Sci. J. Educ. 2020, 8(1), 8-13. doi: 10.11648/j.sjedu.20200801.12

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AMA Style

Saeed Almuntasheri. The Impact of Professional Development on Dialogic Teaching for Science Teachers in Saudi Arabia. Sci J Educ. 2020;8(1):8-13. doi: 10.11648/j.sjedu.20200801.12

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@article{10.11648/j.sjedu.20200801.12,
  author = {Saeed Almuntasheri},
  title = {The Impact of Professional Development on Dialogic Teaching for Science Teachers in Saudi Arabia},
  journal = {Science Journal of Education},
  volume = {8},
  number = {1},
  pages = {8-13},
  doi = {10.11648/j.sjedu.20200801.12},
  url = {https://doi.org/10.11648/j.sjedu.20200801.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20200801.12},
  abstract = {This study investigates the impact of a professional development that embed interactive/dialogic strategies on the enactment of these strategies to teach science-based inquiry in Saudi Arabia. Seventeen science teachers attended the professional development that embed dialogic conversation into teaching science-based inquiry. The instrument developed by previous reserachers was adapted to explore the science teachers’ use of the dialogic inquiry strategies prior and after their participations. This instrument consisted of 18 items with a Likert scale (alpha Cronbach = 0.79) and observe the strategies used in the stages of receiving information, and how teachers recognize and use the information collected about students’ thinking to develop dialogic inquiry. The overall results indicated that science teachers became more capable to develop dialogic inquiry strategies to interact with their students. Some strategies were highly developed at the receiving phase such as, writes down observations (M= 3.67), and interprets data (M=3.52), at the recognising phase (provide neutral responses M=3.41). However, strategies that indicate the use of students’ ideas to develop further inquiry did not exceed the moderate level (asking how/why questions (M=2.90). Science teachers also met with some difficulties to develop some strategies such as help the learners to come to an agreement upon an explanation (M=2.52). The study underlines the significance of incorporating dialogic conversation strategies into the professional development programs to help science teachers to enact scientific inquiry.},
 year = {2020}
}

Copy | Download

TY  - JOUR
T1  - The Impact of Professional Development on Dialogic Teaching for Science Teachers in Saudi Arabia
AU  - Saeed Almuntasheri
Y1  - 2020/02/11
PY  - 2020
N1  - https://doi.org/10.11648/j.sjedu.20200801.12
DO  - 10.11648/j.sjedu.20200801.12
T2  - Science Journal of Education
JF  - Science Journal of Education
JO  - Science Journal of Education
SP  - 8
EP  - 13
PB  - Science Publishing Group
SN  - 2329-0897
UR  - https://doi.org/10.11648/j.sjedu.20200801.12
AB  - This study investigates the impact of a professional development that embed interactive/dialogic strategies on the enactment of these strategies to teach science-based inquiry in Saudi Arabia. Seventeen science teachers attended the professional development that embed dialogic conversation into teaching science-based inquiry. The instrument developed by previous reserachers was adapted to explore the science teachers’ use of the dialogic inquiry strategies prior and after their participations. This instrument consisted of 18 items with a Likert scale (alpha Cronbach = 0.79) and observe the strategies used in the stages of receiving information, and how teachers recognize and use the information collected about students’ thinking to develop dialogic inquiry. The overall results indicated that science teachers became more capable to develop dialogic inquiry strategies to interact with their students. Some strategies were highly developed at the receiving phase such as, writes down observations (M= 3.67), and interprets data (M=3.52), at the recognising phase (provide neutral responses M=3.41). However, strategies that indicate the use of students’ ideas to develop further inquiry did not exceed the moderate level (asking how/why questions (M=2.90). Science teachers also met with some difficulties to develop some strategies such as help the learners to come to an agreement upon an explanation (M=2.52). The study underlines the significance of incorporating dialogic conversation strategies into the professional development programs to help science teachers to enact scientific inquiry.
VL  - 8
IS  - 1
ER  -

Copy | Download