Akademik Veri Yönetim Sistemi
Science and Education, 2026 (SCI-Expanded, AHCI, SSCI, Scopus)
This study aimed to examine teachers’ dialogic discussions in applications of concept cartoons on socioscientific issues (SSICCs) and how these discussions developed high school gifted students’ decision-making competences and informal reasoning modes. Through multiple case design, this study viewed three teachers in Science and Art Center (SAC) as the cases. The teachers’ dialogic discussions were analyzed by using the Dialogic Inquiry Tool (DIT). The findings of multiple case analysis revealed that the teachers’ dialogic discussions ranged from the lowest dialogic level to weak level in the first weeks. Toward the end of the implementations, they demonstrated strong semi-dialogic level discussions. Likewise, high school gifted students evolved their decision-making competences from spontaneous decision-making level to the intermediate level of metareflection over time. This suggests that the teachers’ pedagogical improvements in dialogic discussions via SSICCs have positively impacted high school gifted students’ decision-making competences and informal reasoning modes. It can be concluded that an improvement in the teachers’ dialogic discussions via SSICCs has stimulated the students’ decision-making processes, which cover the use of the scientific evidence and multiple disciplines to form their informal reasoning modes. Thus, it is suggested that professional development programs should be developed and implemented to cultivate in-service teachers’ pedagogical competences at blending well-known educative tools (e.g., concept cartoons) with contemporary pedagogical strategies (e.g., dialogic discussion).