The Impact of Dialogic Teaching on the Student's Critical Thinking

This study aims to identify the cognitive and emotional effects of dialogic teaching methods on student's critical thinking. Using a mixed method (quantitative-qualitative), this research project was carried out by a quasi-experimental design (unequal control group) on three groups of matched education undergraduate students. After designing implementing patterns, relevant to the course of educational psychology, two experimental patterns (group discussion and Socratic dialogue) were performed simultaneously with the control pattern (lecture). Applying the California Critical Thinking Skills Test, California Critical Thinking Disposition Inventory and final semi-structured interviews, data was collected via two evaluations (pre-test – post- test) which provided bases for research questions to be answered.While quantitative data indicated superior to the mean of two experimental groups in comparison with the control group, the statistical analysis (MANCOVA) did not confirm significant differences between groups. But in quality process, data from the final interviews for the two experimental groups, indicated the effectiveness of dialogic teaching methods in improving of tendency to seven elements of critical thinking disposition, social interaction and dynamics in the classroom.