“We Don't Come Here to Learn; We Come to Pass.” Promoting Deliberative Peer Dialogue in an Underserved and Diverse Science Class
Bibliographic Data
| ID | 21392762 |
|---|---|
| Authors | María Helena Salas (0000-0003-2464-820X, Universidad Alberto Hurtado Santiago Chile, corresponding author), Antonia Larraín (0000-0002-1968-4516, Universidad Alberto Hurtado Santiago Chile) |
| Year | 2026 |
| Publication date | 2026-06-02 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Science Education (JOURNAL) |
| Journal identifiers | ISSN: 0036-8326 • E-ISSN: 1098-237X |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/sce.70085 |
| OpenAlex | W7163148869 |
| Language | EN |
| References cited | 50 |
In a complex, interconnected world in which socio‐scientific problems such as climate change, vaccination, and genetic testing are emerging alongside political polarization and fake news, it is crucial to teach younger generations to critically understand science, imagine possible solutions, and adopt positions that consider different identities and worldviews. To accomplish this, the long tradition of dialogic teaching could be a crucial pedagogical approach. However, despite efforts to promote dialogic teaching, transferring these pedagogies to classrooms has proven difficult, especially in underserved schools. In these contexts, pedagogical innovations are even more challenging, often reinforcing traditional teaching or the belief that dialogic pedagogies are only for upper/middle‐class students. Added to this, narratives of dialogic teaching experiences from the Global South are still scarce. This single case study illustrates in‐depth the process of enacting a South American dialogic design––deliberative teaching––in an underserved science class in Chile. With a mixed design focused on a qualitative narrative of the experience, it addresses the relationship between teacher and researcher, who collaborate on a project of deliberative pedagogy in an 11th‐grade science class. Codification of peer interaction data is presented to complement the case narrative. The study illustrates the complexities of implementing dialogic pedagogies in challenging contexts, and how relationships of collaboration, dialogue, trust, and flexibility were needed to address the pedagogical innovation. It emphasizes that, with enough support, peer dialogue, motivation, and engagement can flourish
Class (philosophy) · Dialogic · Flexibility (engineering) · Narrative · Qualitative property · Qualitative research · Science education · Teaching method · Education and Critical Thinking Development · Inclusive Education and Diversity · Russian Literature and Bakhtin Studies
Research Methods in Education
Dialogue and the Development of Children's Thinking
Argumentation for Learning
How do middle school girls of color develop STEM identities? Middle school girls’ participation in science activities and identification with STEM careers
Dialogue, thinking together and digital technology in the classroom
Getting comfortable with discomfort
A holistic theorization of the developmental potential of peer dialogue
A review of science teaching approaches for equity focusing on race, class, and religion from the perspectives of Freire's and Arendt's theories of education
Queer in Science, Technology, Engineering, and Mathematics
Science Teachers' Attitudes, Beliefs, and Enactment of Practices Through Professional Development for Gender and Sexual Diversity‐Inclusive Science Teaching
Organizational sensemaking during curriculum implementation
Mapping roles in research-practice partnerships – a systematic literature review
Learning Deliberative Capacities in Brazilian Schools
The Potential of Argument in Knowledge Building
Content Learning and Identity Construction
Queering Accounting Spaces
From founding voices to future visions
The ethics of competition
A research-informed dialogic-teaching approach to early secondary school mathematics and science
Questions in Time
Low Ability,” Participation, and Identity in Dialogic Pedagogy
From the Achievement Gap to the Education Debt
Blurring the boundaries
Now I see it, now I don't
| Citation velocity | historical |
|---|---|
| Highly cited | No |