الملخص الإنجليزي
This study aimed to identify the forms of classroom dialogue in synchronous
science classes through google meet application in grades (5-8), and to know 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.
To achieve the study's aims, the class observation card was used to analyze the
forms of classroom dialogue, and a group of specialized judges verified the validity of the
study instrument. The instrument's reliability was examined by calculating inter-rater
agreement between two observations according to Cooper's equation, which was found to
be 84%, which is an educationally acceptable percentage.
The study results showed that science teachers frequently used whole dialogue in
science classes compared to non-whole dialogue. The teacher thinking through ideas with
students had a higher relative weight than other forms of the whole dialogue. In addition,
the results indicated the lack of students only talking in science classes. Science teachers
use individual activities more than they use dialogue in group activities. Also, the results
showed that some difficulties might hinder the activation of classroom dialogue in
synchronous science classes from their points of view, such as technical difficulties and
difficulties related to teacher, students, and curriculum.
In light of the previous results, the study recommends the necessity of providing
training courses for teachers to familiarize them with the technical programs. That would
enable them to activate the non-whole dialogue in synchronous science classes and hold
training workshops for science teachers to introduce them to the importance of students'
dialogue with each other and ways to activate it in science classes. The study suggests
conducting a study on ways to activate forms of classroom dialogue using technical
applications and their impact on students' academic achievement and conducting
experimental research on the effectiveness of the google meet application in activating
classroom dialogue in science classes.
