Incorporation of Dialogic Learning in STEM Classrooms

A growing body of pedagogical research supports that dialogic teaching (education that takes place through dialogue and co-construction of shared knowledge) leads to improved performance in students’ content knowledge, critical thinking and reasoning skills, and self-efficacy. However, its use in STEM classrooms is rare compared to social sciences and humanities, in part due to strict time constraints on delivering course content and adherence to the traditions of the monologic approach. In this talk, we present effective avenues for incorporation of dialogic learning in STEM classrooms co-developed by participants of the Critical Dialogic Pedagogy Micro-credential workshop series, hosted by the CU Dialogues program at the University of Colorado Boulder. Examples of classroom practices, such as strategic questioning and dialogue facilitator moves, relevant to plasma science and engineering are provided. Broader applicability of dialogic methods to public outreach and DEIA efforts is also discussed.