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Dialogic Teaching in Out of School Environments through Technology and Thought Experiment

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Title: Dialogic Teaching in Out of School Environments through Technology and Thought Experiment
Language: English
Authors: Fatma Kübra Uyar (ORCID 0000-0003-1811-1641), Orhan Karamustafaoglu (ORCID 0000-0002-2542-0998)
Source: Journal of Pedagogical Research. 2025 9(4):133-156.
Availability: Journal of Pedagogical Research. Duzce University, Faculty of Education, Konuralp Campus, 81620, Duzce, Turkey. e-mail: ijopr.editor@gmail.com; Web site: https://www.ijopr.com/
Peer Reviewed: Y
Page Count: 24
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 7
Junior High Schools
Middle Schools
Secondary Education
Descriptors: Foreign Countries, Grade 7, Technology Uses in Education, Educational Technology, Web 2.0 Technologies, Electronic Learning, Student Attitudes, Learner Engagement, Educational Environment, Cognitive Psychology, Educational Psychology
Geographic Terms: Turkey
ISSN: 2602-3717
Abstract: This study addresses a notable gap in the literature by exploring the integration of innovative strategies--specifically Web 2.0-based dialogic teaching--into out-of-school learning environments. The research investigated 7th-grade students' awareness of Web 2.0 tools, their performance on a thought experiment (the Sugar Cube), their cognitive engagement, and reflections on the activity, all facilitated through Web 2.0 platforms. Employing a mixed-methods approach, the study involved 20 volunteer students and utilized a Web 2.0 tools awareness scale, a thought experiment task, and semi-structured interviews. Findings indicate that dialogic teaching in an out-of-school context enhanced students' awareness of Web 2.0 tools, deepened their engagement in scientific thought experiments, and supported higher-order thinking. Originally designed for seventh graders, the activity demonstrates potential adaptability across different grade levels, curricular goals, and informal learning settings. The study contributes practical strategies for fostering student engagement, guidance for improving technological access in underserved areas, and theoretical insights into the digital integration of dialogic teaching and thought experiments in science education.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1483235
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Dialogic Teaching in Out of School Environments through Technology and Thought Experiment
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  Data: <searchLink fieldCode="AR" term="%22Fatma+Kübra+Uyar%22">Fatma Kübra Uyar</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1811-1641">0000-0003-1811-1641</externalLink>)<br /><searchLink fieldCode="AR" term="%22Orhan+Karamustafaoglu%22">Orhan Karamustafaoglu</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2542-0998">0000-0002-2542-0998</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Pedagogical+Research%22"><i>Journal of Pedagogical Research</i></searchLink>. 2025 9(4):133-156.
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  Data: Journal of Pedagogical Research. Duzce University, Faculty of Education, Konuralp Campus, 81620, Duzce, Turkey. e-mail: ijopr.editor@gmail.com; Web site: https://www.ijopr.com/
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  Data: Y
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  Data: 24
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  Data: 2025
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  Data: 2602-3717
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  Data: This study addresses a notable gap in the literature by exploring the integration of innovative strategies--specifically Web 2.0-based dialogic teaching--into out-of-school learning environments. The research investigated 7th-grade students' awareness of Web 2.0 tools, their performance on a thought experiment (the Sugar Cube), their cognitive engagement, and reflections on the activity, all facilitated through Web 2.0 platforms. Employing a mixed-methods approach, the study involved 20 volunteer students and utilized a Web 2.0 tools awareness scale, a thought experiment task, and semi-structured interviews. Findings indicate that dialogic teaching in an out-of-school context enhanced students' awareness of Web 2.0 tools, deepened their engagement in scientific thought experiments, and supported higher-order thinking. Originally designed for seventh graders, the activity demonstrates potential adaptability across different grade levels, curricular goals, and informal learning settings. The study contributes practical strategies for fostering student engagement, guidance for improving technological access in underserved areas, and theoretical insights into the digital integration of dialogic teaching and thought experiments in science education.
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  Data: 2025
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  Data: EJ1483235
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      – Text: English
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        PageCount: 24
        StartPage: 133
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Grade 7
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      – SubjectFull: Technology Uses in Education
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      – SubjectFull: Web 2.0 Technologies
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      – SubjectFull: Electronic Learning
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Learner Engagement
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      – SubjectFull: Educational Environment
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      – SubjectFull: Cognitive Psychology
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      – SubjectFull: Educational Psychology
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      – SubjectFull: Turkey
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      – TitleFull: Dialogic Teaching in Out of School Environments through Technology and Thought Experiment
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