To learn, students need to elaborate, critically examine and engage with new information by building on previous knowledge and experiences. Theoretically informed by sociocultural and dialogic perspectives, this thesis explores how dialogic approaches to teaching and learning can contribute to such practices.
The study is part of a design-based research project (Digitalised Dialogues across the Curriculum) aiming at developing teaching practices that combine dialogic teaching with a microblogging tool (Talkwall) to support classroom talk. This thesis investigates how one teacher and her class explored varied topics and concepts through dialogues in different participation structures. A central focus has been how they jointly constructed new understandings building on the students’ contributions.
The thesis proposes explanations of why and how classroom dialogues can contribute towards students’ learning, as well as strategies teachers may use to organise such interactions. A focal strategy is the use of microblogging. Students’ participatory agency, interthinking, coordination and querying are important aspects of the studied phenomena.