AlexParker,JoshTwery,DominicRutan

4/13/15Read440
Dredger

SocialStudiesTrioResearchAbstract

I.
Citation
:
Cartolari,M.,Carlino,P.,&Colombo,L.M.(2013).ReadingandNoteTakingin
MonologicalandDialogicalClassesintheSocialSciences.
AustralianJournalOfTeacher
Education
,
38
(6),Article10.

II.
SummaryoftheLiteratureReview/Background(Abstract)
:

Thisqualitativestudy

explorestheusesofreadingandnotetakingintwopreserviceteachertrainingSocial
Sciencescourses.Dataanalysisofindepthinterviewswithprofessorsandstudents,
classobservationsandcoursematerialssuggestedtwopolarteachingstylesaccording
tohowbibliographywasincludedinthecourseandthepresenceorabsenceof
dialogicality.Inonecourse,theprofessorassumedthatstudentsshouldreadtextson
theirownprerogative.Asmonologicallecturesweregiven,theymostlystudiedfrom
theirclassnotes.Intheothercourse,theprofessorheldclassdiscussionsbasedon
readingsthattookplaceinandoutsidetheclassroom.Accordingtostudents,this
promptedthemtousetheirclassnotestoresignifyandconsidertherelevanceofthe
informationread,withtalking,reading,andnotetakingcontextualizingeachother.The
dialogicalteachingstylemergedliteracypracticesandinterwovethemwithdisciplinary
contents,promotingstudentsactiveapproachtomeaningconstructionwhenlearning.

III.
ResearchQuestion(s)/PurposeoftheResearchforLiteraryreview

Theresearchquestioned:howdostudentsuseclassnoteswhentheystudyoftheirclasses?
Isthereanobservablerelationshipbetweenreadingsinclassinstructionandhowstudents
usetheirclassnoteswiththem?

Thepurposeoftheresearchwastolookatthecommonunderstandingofreadingadnwriting
andhowtheyfitintothesociocognitiveprocessthattakeplacewhenstudentsdothem.This
seekstohelpteachersbetterunderstandhowtheirstudentsareprocessinginformationin
theirnotes.Whatisthebestwayforstudentstointerpretinformation?Aretheymore
successfultakingclassnoteduringalectureasaproductoftheirlearningoraspartofthe
processoftheirlearningasthevariablesinunderstanding.

IV.
ResearchDesign(IndependentVariables)
:

Theresearchdesignisanaturalisticstudythattookplaceintwodifferentpublic
institutionsinBuenosAires.EachdifferentSocialStudiesclassstudentssignedupfor
countedasaseparatecasestudyandeachclasswasrequiredtohaveadifferentsetof
readingmaterials.ThetwocoursesobservedwereageographycoursenamedSpatialand
temporalperspectivesofAmericaandArgentinaandContemporaryHistory.

V.
PerformanceMeasurement(DependentVariables):
Datawascollectedthroughsemistructuredindepthinterviews,classobservations,
andclassmaterialssuchas:syllabi,bibliographies,andreadingguides.Theinterviewees
consistedofstudentswhoeitherperformedhighorlowinthecourseandwereallowedto
expresstheiropinionsonhowtheywouldusereadingandwritingafterattendingthese
classes.Theinterviewsweretaperecordedandlatertranscribedandfieldnotesrecorded
nonverbalbehaviorfromthestudentsforanalyticalpurposes.

VI.
ResearchResults
:

UsingtwodifferentteachereducationprogramsinBuenosAires,researchersnoted
thatthroughthesecondsemesterclasses,thewaythatstudentsusetheirclassnotesand
theamount/useofreadingsarerelatedtohowteachersincludedisciplinarytextsintheir
classes.Basedoffoftheinterviewsandothertestingmethodsthatwereconducted,the
authorsconcludedthatadialogicalapproachtendedtoproducemoretextcentered
discussionandpersonalrelations,comparedtothemonologicalapproach.

VII.
ImplicationsoftheResearch
:

Dependingonthetypeofclassastudentistakingorateacherisfacilitating,both
MonologicalandDialogicalapproachescanbeeffectiveteachingmethods.However,when
oneconsidersreadingretentionandconnectionstostudentlivesoracrossotherdisciplines,a
dialogicalapproachismoresuccessfulinattainingthosegoals.Inaddition,providingstudents
withopportunitiestoparticipateandcreaterelatablemeaningwillcontributetoacomfortable
engagingclassroomenvironment.

VIII.
QuestionsorConcernsRegardingtheReading:

Theanalysisclaimsthatthestrategiesoftheteacherframetheoutcomeoflearningbythe
students,dependingonthestructureoftheclass.Whatwearestillcuriousaboutishowthe
motivationandattitudeofthestudentscanbeconveyedinthis.Whilethestudydoesmake
theclaimthatthesepointscantbegeneralized,itisinterestingthatwhilethestudyseeksto
understandhowstudentsunderstandinformationinclass,itdoesntpaymuchanalysistothe
studentoutcomesinsocialsciences.