Towards Interactive Dialogic Communication in Online Science Classes Amidst COVID-19 Pandemic: A Case of Indonesian High School

COVID-19期間之在線科學課程的交互式對話交流：以印度尼西亞高中為例

10.6173/CJSE.202309_31(3).0002

Dessy Francisca；Chun-Yen Chang(張俊彥)

COVID-19 Pandemic ； Science Learning ； Communicative Approach ； Online Class ； COVID-19疫情 ； 科學學習 ； 溝通方法 ； 線上課程

科學教育學刊

31卷3期（2023 / 09 / 01）

247 - 265

英文;繁體中文

This study explores communication patterns between teachers and students during online science classes in Indonesia. Due to the COVID-19 pandemic, schools worldwide were closed, and physical or face-to-face classrooms were replaced by remote learning and online classes. Nevertheless, how teachers can engage students in online learning through interactive communication was rarely examined. Therefore, we analyzed the video recording of online classes during the pandemic and characterized the communication approaches. For this analysis, we selected three teachers from a high school in Pontianak, each with expertise in one of the specific subjects: biology, chemistry, and physics. The discourse analysis was made for one chapter/unit of each subject, which consisted of four to five lessons. The results show that the three teachers dominantly used authoritative - non interactive approaches during the online classes. In addition, students were generally more hesitant to participate in whole-class discussions due to technical problems and online learning constraints. However, teachers can engage students in interactive dialogic discussion by asking them to propose an explanation of a phenomenon and use their prior knowledge in a new context. The findings suggest that teachers must expand communication approaches and instructional strategies to facilitate students' active participation in meaningful learning.

本研究探討了印度尼西亞在線科學課程中師生之間的交流模式。由於COVID-19期間，世界各地的學校實體或面對面的課堂被遠距學習和線上課程所取代。然而，教師如何透過線上學習讓學生參與互動式交流鮮少被研究。因此，我們分析疫情期間線上課程的錄影，並辨別交流方式的特徵。我們選擇坤甸一所高中的生物、化學和物理科的各一位教師。本研究針對每個科目的一章或單元，總計四到五節課進行言談分析。結果指出線上課程中，三位教師主要使用權威－非交互方法。由於技術問題以及線上學習環境限制，學生普遍更不願意參與全班討論。然而，教師可以讓學生提出對現象的解釋，並讓他們將現有知識運用於新的情境中，從而讓學生參與互動對話討論。本研究建議教師需要擴展溝通方法和教學策略，以促進學生積極參與有意義的學習。

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