Dialogue and the use of teaching aids

The importance of dialogue for the students' use of teaching aids

Abstract

This article puts focus on the importance of dialogue in the use of teaching aids when teaching history. It examines, on an empirical basis, how and why the teacher chooses teaching aids, and how they are incorporated dialogically in the classroom to support the students’ use of teaching aids. The analysis takes a basis in a theoretical description of dialogue compared to research on the significance of dialogue for students’ learning.