Relevant bibliographies by topics / Dialogic inquiry

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Dialogic inquiry'

Author: Grafiati
Published: 4 June 2021
Last updated: 26 January 2023

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Journal articles on the topic "Dialogic inquiry"

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Hurley, Zoe. "Dialogic pedagogy and semiotic-dialogic inquiry into visual literacies and augmented reality." Dialogic Pedagogy: An International Online Journal 9 (August 23, 2021): A60—A73. http://dx.doi.org/10.5195/dpj.2021.280.

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Technological determinism has been driving conceptions of technology enhanced learning for the last two decades at least. The abrupt shift to the emergency delivery of online courses during COVID-19 has accelerated big tech’s coup d’état of higher education, perhaps irrevocably. Yet, commercial technologies are not necessarily aligned with dialogic conceptions of learning while a technological transmission model negates learners’ input and interactions. Mikhail Bakhtin viewed words as the multivocal bridge to social thought. His theory of the polysemy of language, that has subsequently been termed dialogism, has strong correlations with the semiotic philosophy of American pragmatist Charles Sanders Peirce. Peirce’s semiotic philosophy of signs extends far beyond words, speech acts, linguistics, literary genres, and/or indeed human activity. This study traces links between Bakhtin’s dialogism with Peirce’s semiotics. Conceptual synthesis develops the semiotic-dialogic framework. Taking augmented reality as a theoretical case, inquiry illustrates that while technologies are subsuming traditional pedagogies, teachers and learners, this does not necessarily open dialogic learning. This is because technologies are never dialogic, in and of themselves, although semiotic learning always involves social actors’ interpretations of signs. Crucially, semiotic-dialogism generates theorising of the visual literacies required by learners to optimise technologies for dialogic learning.
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Hiltunen, Matti, Sirpa Kärkkäinen, Tuula Keinonen, Markus Hähkiöniemi, Sami Lehesvuori, and Pirjo Tikkanen. "PRIMARY SCHOOL STUDENT TEACHERS´ CLASSROOM TALK DURING INQUIRY-BASED BIOLOGY LESSONS." Problems of Education in the 21st Century 69, no. 1 (February 20, 2016): 37–56. http://dx.doi.org/10.33225/pec/16.69.37.

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In schools, classroom talk is often dominated by teachers´ lecturing or asking closed questions followed by teachers’ evaluative feedback. When the teacher presents ideas to students or uses the question-response feedback, the talk is considered as authoritative talk. On the other side, during dialogic talk, the teacher reacts to students´ views and responses. The important role of the teachers in promoting dialogic classroom talk has been demonstrated in many previous studies. However, little is known about how student teachers use different talk forms, especially in inquiry-based biology lessons which is the focus of this research. The primary school student teachers’ lessons – a total of 14 lessons of five student teachers – were videotaped and audiotaped. The data were analysed using theory-based content analysis. The results show that the primary school student teachers used more authoritative classroom talk than dialogical classroom talk in their inquiry-based lessons. Mainly, non-interactive authoritative talk form was used by all student teachers, and interactive dialogic talk form was used least. Authoritative talk was used in all stages of the inquiry-based lesson. Dialogic talk was used more during introduction and examination stages. The findings suggest that in teacher education, student teachers need scaffold in talking with pupils when carrying out inquiry-based teaching. Key words: authoritative talk, dialogic talk, inquiry-based lesson, primary school, teacher education.
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Tseng, Chingyi, and Keun Huh. "From Bakhtin to See the Co-construction of EFL Adult Learners’ Utterances." English Language Teaching 9, no. 6 (May 3, 2016): 42. http://dx.doi.org/10.5539/elt.v9n6p42.

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<p>The purposes of this study were to explore the effect of dialogic activities on EFL students’ utterances development by engaging with others, as well as the students’ perceptions in the dialogic learning environment. The theoretical framework guiding this inquiry consists of the on-site lecture from the instructor and voice board feedback from the peers and the instructor based on the dialogical theory of language concepts from Bakhtin’s dialogism which emphasizes a social and interactive situation of foreign language learning by engaging with others. In this study, we cover multiple data sources that give us an overview of students’ interaction in the dialogic activities: the questionnaire of voice board interactions, students’ interviews, and speaking tests. The results showed, on the whole, English language learners actually developed some kind of utterances by engaging their own and others. They transformed others’ utterances in the oral interaction for their own use in the Asynchronous Computer Mediated Communication (ACMC) environment. Additionally, the learners perceived the voice board activities helpful for the development of their speaking abilities, while the learners’ perceptions are mediated through the dialogical activities in which the learners are engaged in.</p>
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Schleppegrell, Mary. "Teacher Research through Dialogic Inquiry." Canadian Modern Language Review 54, no. 1 (October 1997): 68–83. http://dx.doi.org/10.3138/cmlr.54.1.68.

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Bridges, Susan M., Cindy E. Hmelo-Silver, Lap Ki Chan, Judith L. Green, and Asmalina Saleh. "Dialogic intervisualizing in multimodal inquiry." International Journal of Computer-Supported Collaborative Learning 15, no. 3 (August 29, 2020): 283–318. http://dx.doi.org/10.1007/s11412-020-09328-0.

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Denzin, Norman K. "Critical Qualitative Inquiry." Qualitative Inquiry 23, no. 1 (December 9, 2016): 8–16. http://dx.doi.org/10.1177/1077800416681864.

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What are the key issues confronting the call for a new critical inquiry? How to create a new family of terms for a new critical inquiry, terms slip and slide, fall over one another: critical embodied, transformative, dialogic, reflexive, participatory, emancipatory, narratives of resistance, plateaus, planes of composition, Deleuze, Guattari, assemblages, affect, nomadic inquiry, rhizomatic, love, loss, praxis writing as a way of being in the world. Writing framed around acts of activism and resistance. How do we move forward?
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Charteris, Jennifer, and Dianne Smardon. "Dialogic peer coaching as teacher leadership for professional inquiry." International Journal of Mentoring and Coaching in Education 3, no. 2 (June 6, 2014): 108–24. http://dx.doi.org/10.1108/ijmce-03-2013-0022.

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Purpose – Dialogic peer coaching as leadership can enable teachers to influence each other's professional learning. The purpose of this paper is to shift the emphasis from the role associated with the designated title of leader to the purpose and relevance of teacher leadership in the context of dialogic peer coaching. Design/methodology/approach – The research was undertaken as a small qualitative case study embedded in a school-based, teacher professional development project. Nine groups of peer coaches from five unrelated schools engaged in a formal process of collaborative inquiry over two years. Interview data from 13 volunteer teacher participants were analysed using the constant comparison method and themes determined. Findings – The study revealed that there was growth in teacher leadership capabilities as they become dialogic peer coaches to each other. Practical implications – Through their collaborative peer coaching dialogue teachers have the transformative space to articulate their thinking. They can engage in dialogic feedback where they are positioned as experts in their own practice. Social implications – The teachers in this study are positioned within communities of practice as co-constructers of knowledge and co-learners. On the basis of the findings the authors suggest that this can support the development of high capacity leadership in schools. This stance contrasts with a technicist approach to teacher professional learning in which teachers are situated as absorbers or recipients of knowledge constructed elsewhere. Originality/value – The research reported in this paper addresses three key elements of leadership: individual development; collaboration or team development; and organisational development. It outlines a means by which teacher leadership can be strengthened to address these elements in schools.
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Gordon, June A. "Immigrants and Education: Dialogic Inquiry as Pedagogy." Teaching Sociology 30, no. 3 (July 2002): 278. http://dx.doi.org/10.2307/3211477.

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Haneda, Mari, and Gordon Wells. "Learning an Additional Language Through Dialogic Inquiry." Language and Education 22, no. 2 (January 2008): 114–36. http://dx.doi.org/10.2167/le730.0.

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Ash, Doris. "Dialogic Inquiry and Biological Themes and Principles." Journal of Museum Education 28, no. 2 (March 2003): 8–13. http://dx.doi.org/10.1080/10598650.2003.11510476.

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Dissertations / Theses on the topic "Dialogic inquiry"

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Jönsson, Svensson Rebecka, and Susanne Sterneborg. "Granskning av interaktionsmönster i klassrummet genom Dialogic Inquiry Tool." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33483.

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Det är vår uppgift som lärare att skapa en verbal klassrumsinteraktion som främjar elevers inlärning och kunskapsutveckling. Det här examensarbetet grundar sig i tanken om att lärare behöver redskap för att kunna analysera sin egen undervisning i ämnet svenska och därmed främja klassrumsinteraktionen. Syftet med föreliggande studie är därför att med hjälp av analysredskapet Dialogic Inquiry Tool, DIT, dels identifiera i vilken omfattning dialog förekommer i fyra lärares svenskundervisning, dels synliggöra på vilket sätt DIT kan stödja lärarna i att utveckla den verbala interaktionen i klassrummet. Examensarbetet tar sin ansats i ett sociokulturellt perspektiv om lärande med fokus på Zone of Proximal Development, ZPD, och mediering. Studien genomförs med kvalitativa metoder i form av observationer och semistrukturerade intervjuer. Resultatet visar att lärarna föredrar en dialogisk undervisning men att det är svårt att komma ifrån den IRE-struktur som sedan länge dominerat klassrummen. Lärarna diskuterar hur ett klassrumsklimat där eleverna vågar dela med sig av sina tankar och åsikter påverkar interaktionen i klassrummet. Balansgången mellan att låta eleverna utveckla sina tankegångar och tiden kan vara en problematisk faktor eftersom lärarna måste hålla sig inom tidsramen för den föreliggande lektionen. Sammanfattningsvis ser lärarna analysredskapet DIT som ett tämligen enkelt sätt att kritiskt granska sin egen praktik. Genom DIT får lärarna bland annat en chans att uppmärksamma och bli medvetna om rådande interaktionsmönster, hur feedback och respons ges och hur de som lärare kan påverka graden av dialog i klassrummet.
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Buranapatana, Maliwan, and n/a. "Enhancing critical thinking of undergraduate Thai students through dialogic inquiry." University of Canberra. Education & Community Studies, 2006. http://erl.canberra.edu.au./public/adt-AUC20070119.155045.

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This thesis sets for itself the task of testing the viability of a dialogic model of learning as a methodology for teaching critical thinking in reading and writing to undergraduate students of Thai in Thailand. To this end, we conducted an experiment involving twenty-one undergraduate students of Thai at KhonKaen University, Thailand. This study presents the intellectual background of the pedagogic framework supporting the experiment and a discussion of its outcomes. The assessment of the results of the experiment focuses on the forms of evidence resulting directly from this pedagogic framework. The study concludes with a number of considerations for future research in critical thinking which our project helped us to identify. For the purpose of our work, we adopt the model of dialogic learning which involves students in looking for perspectives enabling them to challenge, and as a result to enhance, the relevance of the understandings in which they frame their interactions. The process is dialogic because it involves students in working with different points of view by identifying challenging perspectives, constructing conflicting arguments and exploring the strategic potential that the interaction of these arguments may have on the students? initial assumptions. In this sense, the concept of dialogue that we use refers to the methodology of students? inquiry (learning), rather than a specific form of linguistic genre. In our view, this definition is suitable to all fields of inquiry considering that each field deals with evaluation of the strategic (enabling) power of its assumptions. In the course of this work, we establish the relevance of the above concept of dialogic inquiry against a multitude of ideas regarding the suitability of different approaches to the teaching of critical thinking. We illustrate that, typically, teaching approaches value questioning as a means for generating reasoned arguments. However, the originality of the dialogic model used in this thesis lies in its ability to focus pedagogic environments on students? strategic engagement in social interactions, rather than on the process of questioning alone. Consequently, in our study we assess the quality of students? learning by identifying the contexts indicating the quality of students? social engagement. These included gauging the community?s interest in the students? project, the depth of students? exploratory work, their ability to work together and students? own personal involvement in their project. These outcomes helped us to reflect on the quality of the teaching model which we designed in order to promote the critical thinking process. The emphasis on students? strategic engagement in social interactions allowed us to break away from the conventional concerns with the link between classroom learning and real-world tasks. Instead, our students engaged in the task of creating a Thai News Network (TNN), an Internet-based broadcasting channel, involving students in generating for themselves the meaning of the objectives of their academic subject in the contexts of challenges that they experienced when creating the channel and its (news) articles. Our data analysis shows that the concept of a Thai News Network proved very successful despite the conventional beliefs that Thai students would find it difficult to be critical thinkers. As we demonstrate throughout the entire thesis, the main issue in teaching critical thinking is not, as it is often assumed, to ask students to critique the teacher or other authority texts. Rather, it is to create conditions enabling students to identify, and to work with, conflicting perspectives in order to create for themselves increasingly better informed and more inclusive strategies for acting in the world. This may not be an original purpose, but our study offers an original pedagogic framework for facilitating this objective.
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Jung, Yusun. "A Dialogic Action Perspective on Open Collective Inquiry in Online Forums." Case Western Reserve University School of Graduate Studies / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=case1327699379.

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Herrera, Mariela. "Inquiry and Authorship in a Teacher Professional Development Course: A Dialogic Analysis of Dramatic Inquiry Pedagogy and Philosophy for Practicing Teachers." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1274356531.

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Lian, Ania B. "A dialogic model of inquiry in second language teaching : toward the concept of a critical approach to pedagogic research /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19286.pdf.

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Wen, Ziye. "The Influence of Small Group Discussions on Early Adolescents' Social Perspective Taking." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1587119941066016.

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Mason, Jonathan Charles. "The why dimension - opening frontiers for digital learning." Thesis, Queensland University of Technology, 2014. https://eprints.qut.edu.au/70093/1/Jonathan_Mason_Thesis.pdf.

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Digital learning has come a long way from the days of simple 'if-then' queries. It is now enabled by countless innovations that support knowledge sharing, openness, flexibility, and independent inquiry. Set against an evolutionary context this study investigated innovations that directly support human inquiry. Specifically, it identified five activities that together are defined as the 'why dimension' – asking, learning, understanding, knowing, and explaining why. Findings highlight deficiencies in mainstream search-based approaches to inquiry, which tend to privilege the retrieval of information as distinct from explanation. Instrumental to sense-making, the 'why dimension' provides a conceptual framework for development of 'sense-making technologies'.
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Coates, L. "Exploring narratives of success in learning in a Key Stage Three Pupil Referral Unit : an appreciative inquiry through a dialogic narrative lens." Thesis, University of Sheffield, 2017. http://etheses.whiterose.ac.uk/17929/.

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Research has elicited the views of young people and teaching staff surrounding learning in PRUs, however there is a need for greater inquiry focusing on bridging communication between students and staff members. Pupil Referral Units (PRUs) are under a high level of scrutiny related to their academic outcomes (Taylor, 2012), but the voices of young people and PRU staff are largely absent from this political discourse. This small-scale, social constructionist research study explored narratives elicited in the context of an Appreciative Inquiry (AI) on the topic of successful learning. It engaged young people and staff from a Key Stage Three inner-London PRU, in mixed focus group discussions, following a 4-D Cycle of Appreciative Inquiry (Discover, Dream, Design, Destiny; Cooperrider, Barrett & Srivastva, 1995). To complement AI’s emphasis on the use of storytelling to evoke shared meanings, the research utilised Dialogic Narrative Analysis for a deeper exploration of narratives constructed. It draws upon the dialogic concepts of polyphony (multiple voices apparent within an individual voice), heteroglossia (codes of language from communities; Bakhtin, 1981), and positioning (how people and institutions are related to one another and the self, within an individual’s talk; Frank, 2012). The purpose of the research was not to access a truth about these voices, but to identify these features within narratives. Patterns identified in narrative production helped to make sense of how students and staff members constructed narratives of success in learning. They related to how students positioned themselves within narratives of what both they and others need; how they constructed mainstream and PRU entities (and teachers within both) in contrast to one another; as well as the discourses and genres drawn upon within their narratives. Divergences are noted where narratives are constructed to be appreciative to some, but not to others. The Appreciative Inquiry elicited visions for the future of the PRU, towards which, staff members constructed tangible actions. Implications for Educational Psychology practice are considered, including critical reflection on the use of Appreciative Inquiry in the PRU context, and its limitations.
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Ha, Seung Yon. "Social Construction of Epistemic Cognition about Social Knowledge during Small-Group Discussions." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1563370942277275.

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Jackson, Sarah E. "Becoming Human Through Multicultural and Anthropomorphic Children's Literature: A Case Study of Dramatic Read-Alouds with Preschoolers." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1597880934614368.

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Books on the topic "Dialogic inquiry"

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Dialogic inquiry: Towards a sociocultural practice and theory of education. New York: Cambridge University Press, 1999.

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Duoethnography: Dialogic methods for social, health, and educational research. Walnut Creek, CA: Left Coast Press, 2012.

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Revelation and concealment of Christ: A theological inquiry into the elusive language of the Fourth Gospel. Tübingen: Mohr Siebeck, 2000.

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McShane, Philip, writer of foreword, ed. Empowering Bernard Lonergan's legacy: Toward implementing an ethos for inquiry and a global ethics. Lanham, Maryland: University Press of America, 2013.

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Lehtipuu, Outi, and Michael Labahn, eds. Tolerance, Intolerance, and Recognition in Early Christianity and Early Judaism. NL Amsterdam: Amsterdam University Press, 2021. http://dx.doi.org/10.5117/9789462984462.

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This collection of essays investigates signs of toleration, recognition, respect and other positive forms of interaction between and within religious groups of late antiquity. At the same time, it acknowledges that examples of tolerance are significantly fewer in ancient sources than examples of intolerance and are often limited to insiders, while outsiders often met with contempt, or even outright violence. The essays take both perspectives seriously by analysing the complexity pertaining to these encounters. Religious concerns, ethnicity, gender and other social factors central to identity formation were often intertwined and they yielded different ways of drawing the limits of tolerance and intolerance. This book enhances our understanding of the formative centuries of Jewish and Christian religious traditions. It also brings the results of historical inquiry into dialogue with present-day questions of religious tolerance. The book contains contributions by Ismo Dunderberg, Carmen Palmer, Michael Labahn, Nina Nikki, Anna-Liisa Rafael, Sami Yli-Karjanmaa, Galit Hasan-Rokem & Israel Yuval, Paul Middleton, Outi Lehtipuu, Elizabeth Dowling, and Amy-Jill Levine.
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Casas, Arturo. Procesos da historiografía literaria galega Para un debate crítico. Venice: Fondazione Università Ca’ Foscari, 2021. http://dx.doi.org/10.30687/978-88-6969-530-8.

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Galician literary historiography shows links and ruptures that refer to the cultural history of Galicia itself and to the sequence of historical events that have delineated the social, economic and political development of the country since the nineteenth century. These coordinates comprise a series of processes, including the elaboration and propagation of ideologies aimed at achieving a way out of political subalternity and oriented towards the horizon of national emancipation. Those events and these processes also marked the connection of Galicia with modernity and the dynamics of historical change. As a result of the above, this book analyses critically the institutionalization processes of the history of Galician literature – with special emphasis on historiographic models such as that of Said Armesto, Carvalho Calero, Méndez Ferrín and others – and indicates the need to undertake a productive methodological innovation of the discipline in heuristic, organic and discursive terms. It further argues that this update should pay attention to substantive theoretical debates, not exclusively of specific cultural coordinates, such as Galician ones or any others that could be considered. Among these, the cooperation between history and sociology, the intellection of literary facts as historical facts, the review of the link between literary history and nation, the public uses of literary history, and the inquiry of discursive choices that promote a less self-indulgent and predictable historiography. This essentially involved a challenge, that of permanent dialogue with some of the most powerful critical reinterpretations of the Galician historiographic tradition and with alternative models constituted from feminist thought, postcolonial theories, the sociology of the literary field or the systemic theories of culture, as well as with the contributions made from a post-national understanding of the literary phenomenon.
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Brown, John Seely, Gordon Wells, Christian Heath, and Roy Pea. Dialogic Inquiry: Towards a Socio-Cultural Practice and Theory of Education. Cambridge University Press, 2005.

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Wells, Gordon. Dialogic Inquiry: Towards a Socio-Cultural Practice and Theory of Education. Cambridge University Press, 1999.

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Norris, Joe, Richard D. Sawyer, and Darren Lund. Duoethnography: Dialogic Methods for Social, Health, and Educational Research. Taylor & Francis Group, 2016.

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Norris, Joe, Richard D. Sawyer, and Darren Lund. Duoethnography: Dialogic Methods for Social, Health, and Educational Research. Taylor & Francis Group, 2016.

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Book chapters on the topic "Dialogic inquiry"

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Howard, Jo, Sonia M. Ospina, and Lyle Yorks. "Cooperative Inquiry as Dialogic Process." In The SAGE Handbook of Participatory Research and Inquiry, 427–43. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2021. http://dx.doi.org/10.4135/9781529769432.n31.

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West, Donna E. "Promoting Dialectic Processes Through Dialogic Inquiry." In Studies in Applied Philosophy, Epistemology and Rational Ethics, 1–19. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-15093-7_1.

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Enghag, Margareta, Susanne Engström, and Birgitta Norberg Brorsson. "A Teacher Professional Development Programme on Dialogic Inquiry." In Professional Development for Inquiry-Based Science Teaching and Learning, 223–43. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-91406-0_12.

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Mason, Jon. "The why dimension, dialogic inquiry, and technology supported learning." In Dialogue Studies, 51–74. Amsterdam: John Benjamins Publishing Company, 2014. http://dx.doi.org/10.1075/ds.24.03mas.

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Ritchie, Krista C., and Paul S. Stemmler. "The Dialogic and Vulnerable Nature of Learning." In Engaging With Meditative Inquiry in Teaching, Learning, and Research, 170–85. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003128441-13.

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Chaveste, Rocio, M. L. Papusa Molina, Christian Lizama, Cynthia Sosa, and Carolina Torres. "To Know and Not to Know: Dialogic Social Inquiry." In The Sage Handbook of Social Constructionist Practice, 77–85. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2020. http://dx.doi.org/10.4135/9781529714326.n8.

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deBoer, Mark. "Dialogic Inquiry as a Process in the Flipped EFL Classroom." In Innovations in Flipping the Language Classroom, 123–45. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-6968-0_10.

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Bound, Helen, and Seng Chee Tan. "Dialogic Inquiry: A Pedagogy for Foregrounding Future-Oriented Learners and Their Learning." In Pedagogies for Future-Oriented Adult Learners, 135–56. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-92867-4_9.

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Molinero, Maite Novo, and Zoel Salvadó Belart. "Fostering Kindergarteners’ Scientific Reasoning in Vulnerable Settings Through Dialogic Inquiry-Based Learning." In Fostering Inclusion in Education, 229–43. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-07492-9_11.

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Avcı, Bülent. "7. Collaborative Learning within Critical Mathematics Education." In Landscapes of Investigation, 115–32. Cambridge, UK: Open Book Publishers, 2022. http://dx.doi.org/10.11647/obp.0316.07.

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This chapter investigates ways in which collaborative learning in critical mathematics education can promote critical citizenship and democracy. Drawing on critical participatory action research in a US high-school classroom, the article argues that the critical mathematics education approach to collaborative learning is a coherent alternative to neoliberal, market-driven approaches. The results suggest that collaborative learning within critical mathematics education should aim to transfer classrooms to communities of learners in light of dialogic pedagogy and inquiry-based education.
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Conference papers on the topic "Dialogic inquiry"

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Zhang, Jie. "Improving Early Adolescents' Argumentative Writing Through Dialogic Inquiry of Socioscientific Issues." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1443140.

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Charles, Jessica. "Preparing Teachers to Enact Inquiry and Dialogic Practices: Learning From Our Graduates." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1442278.

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Rees, Carol. "The Shift to More Dialogic Discourse in a Classroom Transitioning to Student-Centered Science Inquiry." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1441840.

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Black, Elizabeth, and Anthony Hunter. "A generative inquiry dialogue system." In the 6th international joint conference. New York, New York, USA: ACM Press, 2007. http://dx.doi.org/10.1145/1329125.1329417.

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Girtu, Mihai, and Cosmin Tudor Ciocan. "Is the Inquiry Based Education Paradigm Useful not just for Teaching Sciences but also Theology?" In The 2nd Virtual International Conference on the Dialogue between Science and Theology. EDIS - Publishing Institution of the University of Zilina, Slovak Republic, 2015. http://dx.doi.org/10.18638/dialogo.2015.2.1.7.

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Bednar, Peter, Christine Welch, and Almerindo Graziano. "Learning Objects and Their Implications on Learning: A Case of Developing the Foundation for a New Knowledge Infrastructure." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2907.

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In an era of lifelong learning, empowerment of the learner becomes fundamental. Therefore exploitation of the full potential of learning objects depends upon creation of an appropriate infrastructure to promote symmetrical control of inquiry. The learner needs to be empowered because learning is a discovery process and thus must be under his or her own control. In early stages of education it is often assumed that choice of material is to be decided by experts. At the more advanced stages, however, any subject problem space becomes more complex, and thus any decision related to relevance of inquiry properly rests with the learner. However without access to relevant contextual material (in addition to content) the learner will not be in a position to make responsible judgments. Two problems are to be adduced. First, current attempts to contextualise content, such as those based on the use of Metadata etc, have been shown to be insufficient. Secondly, current developments in infrastructure assume that access and control of inquiry rests with the provider and fail to accommodate support of symmetrical dialogue. Many strategies for the use of Learning Objects assume that a learner wishes to be led through the material and precludes the possibility of an educational experience which promotes critical thinking (such as that inspired by Socratic method). We would argue that an infrastructure is needed which is capable of supporting both types of learning practice.
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Collins, Larry. "CURE"S AND THE NATURE OF SCIENTIFIC INQUIRY: A VALIDATION STUDY OF THE NOSI (NATURE OF SCIENTIFIC INQUIRY) DIALOGUE PROTOCOL." In GSA Annual Meeting in Indianapolis, Indiana, USA - 2018. Geological Society of America, 2018. http://dx.doi.org/10.1130/abs/2018am-321805.

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Lavelle, C. Alexia, Martine de Calmés, and Guy Pérennou. "Confirmation strategies to improve correction rates in a telephonic inquiry dialogue system." In 6th European Conference on Speech Communication and Technology (Eurospeech 1999). ISCA: ISCA, 1999. http://dx.doi.org/10.21437/eurospeech.1999-316.

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Liu, Wenge, Yi Cheng, Hao Wang, Jianheng Tang, Yafei Liu, Ruihui Zhao, Wenjie Li, Yefeng Zheng, and Xiaodan Liang. "“My nose is running.” “Are you also coughing?”: Building A Medical Diagnosis Agent with Interpretable Inquiry Logics." In Thirty-First International Joint Conference on Artificial Intelligence {IJCAI-22}. California: International Joint Conferences on Artificial Intelligence Organization, 2022. http://dx.doi.org/10.24963/ijcai.2022/592.

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With the rise of telemedicine, the task of developing Dialogue Systems for Medical Diagnosis (DSMD) has received much attention in recent years. Different from early researches that needed to rely on extra human resources and expertise to build the system, recent researches focused on how to build DSMD in a data-driven manner. However, the previous data-driven DSMD methods largely overlooked the system interpretability, which is critical for a medical application, and they also suffered from the data sparsity issue at the same time. In this paper, we explore how to bring interpretability to data-driven DSMD. Specifically, we propose a more interpretable decision process to implement the dialogue manager of DSMD by reasonably mimicking real doctors' inquiry logics, and we devise a model with highly transparent components to conduct the inference. Moreover, we collect a new DSMD dataset, which has a much larger scale, more diverse patterns, and is of higher quality than the existing ones. The experiments show that our method obtains 7.7%, 10.0%, 3.0% absolute improvement in diagnosis accuracy respectively on three datasets, demonstrating the effectiveness of its rational decision process and model design. Our codes and the GMD-12 dataset are available at https://github.com/lwgkzl/BR-Agent.
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Aguilar Rendón, Nora Karina, Nora Morales Zaragoza, and José Luis Hernández Azpeitia. "Infographics as a tool for business agreement." In Systems & Design: Beyond Processes and Thinking. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/ifdp.2016.3376.

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This paper analyzes infographics as a problem solving tool to act as a medium for establishing dialog in the business context. Businness needs agreements, usually made in a written-form in a document called “brief”. The drawings, illustrations, visual narratives or infographic work can be considered a form of visual agreements for the participants. We present two case studies that consider the use of particular elements and cognitive processes involved in this visual agreement strongly connected to synthesis in dialog , memory and message clarity. By analyzing the visual languaje structure of real case infographic projects of the national housing social debt collection process (Infonavit, 2010) and the problem of child obesity (Cepol, 2012) where drawing plays a major role as a tool to communicate the operation of visual imaginery, we suggest a prominent role of drawing in the shaping process of the client´s inner topology. We introduce a preliminar analyitical framework –drawn from studies and theories like dual-coding theory (Pavios,1971), rhethoric, neurocognitive processes (Kosslyn, 1986), aesthetics and language philosophy (Goodman, 1978)– for understanding how this visual agreement denote and connote unstated viewing conventions and prioritize particular interpretations that can significantly affect the final solution. Finally we identify areas of future inquiry of new approaches on identity construction from a synthetic representation point of view.DOI: http://dx.doi.org/10.4995/IFDP.2016.3376
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