Patterns of dialogic teaching for physics excellent teachers

• Main Authors: Shahari, Shariza, Phang, Fatin Aliah
• Format: Article
• Published: Serials Publications 2016
• Subjects: LB Theory and practice of education
• Online Access: http://eprints.utm.my/id/eprint/71342/; https://www.scopus.com/inward/record.uri?eid=2-s2.0-84959017690&partnerID=40&md5=bddb7f725e6bbb9b4c60f808592f79b7

An analysis of science achievement in Trends In International Mathematics and Science Study (TIMSS) and Programme for International Student Assessment (PISA) for 2009 and 2012 showed that the students in Malaysia are weak in answering questions that require them to use Higher- Order Thinking Skills (HOTS). Student performance and their HOTS need to be improved and it is aligned with improving teacher quality. This can be accomplished by increasing the effectiveness of teaching and learning in the classroom. Dialogic teaching is an excellent teaching approach that can promote HOTS among students especially in learning physics. This preliminary study aims to identify Physics Excellent Teachers' patterns and level of dialogic teaching in their lessons using case studies strategy. Three physics lessons presented by two Physics Excellent Teachers (ET) in Johor were audio recorded and observed. Qualitative data was collected using observation protocol and analyzed using thematic analysis to achieve the aims of the research. It is found that most of the times, teachers are using interactive/authoritative and non-interactive/authoritative teaching patterns while the level of dialogic teaching is mostly at low level. It is suggested that teachers should apply interactive/dialogic teaching pattern in their physics lessons in order to improve the HOTS of their students.