Ethnomethodological Probe on Pedagogical Benefits of Strategic Conversation in Social Studies Classroom: Basis for Compendium of Activities

Abstract

INTRODUCTION

This Ethnomethodological study aimed to investigate the pedagogical benefits of strategic conversation of social studies teacher with the students. Although it was conducted in a public school in the Philippines, it is believed to depict universal happenings in any classroom setting.

METHODS

The attempt was a Qualitative Research-Ethnomethodological featuring conversation analysis. Students' doodles were even used to validate the emerging themes. Data gathering was done by recording, transcribing and analyzing the conversation purposely to discover themes for the preparation of classroom activities on social issues such as Environment, Politics, Human Rights and alike.

RESULTS

Patterns of conversation procedures were revealed: Initiation, Reply and Evaluation. Students gained decision making skills, deepened understanding of concepts and ability to elicit and express ideas.

DISCUSSIONS

Gordon Pask's (2008) assertion that learning occurs through conversation making knowledge explicit was confirmed. It is therefore recommended that Social Studies teachers utilize the compendium of activities for classroom discussion. It is further suggested that teachers employ strategic conversation for students' mastery of lessons and a more productive teaching-learning experience.