How do Middle School Students Perceive the Sociocultural Dialectic Method?

Abstract

Abstract: The present study sought to explore how students perceive the Sociocultural Dialectic Method (SDM). A phenomenological case study approach was employed in gathering and analyzing the data. The study focused on the students' lived experiences of two classroom settings: one representing the teacher's regular classroom, and the other representing the classroom where the SDM is implemented. A total of 20 middle school students volunteered and participated in the study. Individual interviews were conducted, recorded, and later transcribed. The transcriptions were then analyzed inductively to discover patterns in the data. The results indicated all students found the class conducted with the SDM to be superior in terms of comprehension, retention, experience, participation, and enjoyment. To specify further, all students stated that they learned better in the class where the SDM was in use. In other words, without exception, the students found the SDM to be a superior method for learning. Further to that, 90% of the students claimed that they had the opportunity to observe the phenomenon in the class where the SDM was used and stated that their participation in this class was higher. 20% of the students found the class with the SDM more enjoyable. Also, a similar number of students (20%) expressed that what they learned in this class was more unforgettable. Keywords: Sociocultural Dialectic Method, SDM, Phenomenology, Hands-on activity.

Keywords

• Sociocultural Dialectic Method
• SDM
• Phenomenology

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