Analyzing classroom dialogue forms in synchronous science classes via Google Meet
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Abstract
This study aimed to identify the forms of classroom dialogue in synchronous science classes through Google Meet and explore the difficulties that hinder effective classroom dialogue in synchronous science classes from the point of view of science teachers. The study used a descriptive approach and the sample consisted of 10 science teachers teaching grades (5-8). A class observation card was used to analyze the forms of classroom dialogue. The study results showed that science teachers frequently used whole dialogue in science classes compared to non-whole dialogue. The teacher’s thinking through ideas with students had a higher relative weight than other forms of the whole dialogue. In addition, the results indicated a lack of students only talking in science classes. The results showed some difficulties in activating classroom dialogue in synchronous science classes. Several recommendations and suggestions are proposed to enhance science teaching through the online form.
Keywords: Analyzing classroom, forms, synchronous, science class, Google Meet
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