Socratic questioning in the Paideia Method to encourage dialogical discussions

Abstract

This study focused on the impact of using Socratic questioning, based on the Paideia Method, on the nature of middle-schools students’ patterns of interaction and on the cognitive complexity of their discussions. The hypothesis is that an experimental group will increase in both interaction focus and complexity at T3, which is the face-to-face seminar when compared to T1 (baselines) and that this increase will be above normative increases compared to a control group. A quasi-experimental method was employed because, although the Paideia Method was not controlled by the researchers, the researchers did have some control over when to measure the outcome variables. Using SPSS 18.0, a series of t-tests and ANOVAs were conducted to analyse data first for interaction focus and then for complexity to test for differences between the experimental control groups. The study was conducted in 12 experimental and 12 control classrooms across six schools, in New Zealand, totalling 720 students (ages 11–13). Results suggest that the experimental group increased in student-to-student focus and complexity of discussion above a normative increase with the greatest level being in the Paideia Seminar (T3).

Keywords:

• Paideia Method
• Socratic questioning
• dialogical discussion

Acknowledgements

The authors would like to thank the school staff and students who were involved in this project. The North Shore Teachers Trust Fund funded the study. The authors would like to thank Professor John Hattie, Associate Professor Richard Hamilton and Senior Lecturers Greg Yates and Tony Hunt for their assistance and support.

Notes

A professional DVD has been made of this research project with ethics approval from the University of Auckland. The full DVD is available for purchase from [email protected].