A critical analysis of how dialogic discourse impacts students’ engagement: A case study teaching Homeostasis in a year 10 class
Kate Shearer
(PGCE Secondary Science with Biology, 2023-2024)
email: kate.shearer@hotmail.com
Abstract
Student engagement has been a rising topic of discussion in recent years, where high levels have been associated with academic achievement, and increased satisfaction with school life. Lack of engagement, however, can cause higher dropout rates and is a growing concern in secondary education. Research suggests dialogic discourse in the classroom can enhance student engagement by fostering critical thinking, active participation, and a supportive classroom environment. However, it also highlights potential challenges, such as increased disaffections and discomfort among less participative students. This study aims to assess the impact of dialogic discourse on behavioural, emotional, and cognitive engagement when teaching homeostasis in a science classroom. By utilising questionnaires, observations, and examples of student work to measure engagement, findings suggest that dialogic teaching enhances behavioural and cognitive engagement. The impact on emotional engagement, however, is more variable, with some students reporting increased anxiety due to the interactive nature of dialogic activities. Overall, whilst dialogic discourse shows promise in enhancing student engagement, its implementation must be carefully managed to address the diverse needs of all students.
© Kate Shearer, 2025
The full paper is available for download as a pdf file: 144-179_Shearer