Article2009

The power of in-class debates

127 citations0/0 files storedActive Learning in Higher Education

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Innovative Teaching Methods Innovative Teaching and Learning Methods Innovative Teaching Methodologies in Social Sciences

Abstract

The students in three sections of a class rated their knowledge and identified their view before and after each of five in-class debates. The degree of self-reported knowledge was significantly different after four of the five debates. Between 31% and 58% of participants changed their views after participating in or observing each debate. Some changed their opinion even when they defended the side consistent with their original view. Despite their fears of participating in a debate, prior to the first debate, approximately 75% of the participants stated that they would consider using debate as an instructional strategy, and after the debates, this increased to about 85%. In both instances, males were more likely to respond positively than were females.

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1991Active learning : creating excitement in the classroom 2006Student Engagement and Student Learning: Testing the Linkages*1993Promoting Active Learning: Strategies for the College Classroom 1994Promoting active learning: strategies for the college classroom 1986Argumentation and Debate: Critical Thinking for Reasoned Decision Making 2005Debating the Issues: A Tool for Augmenting Critical Thinking Skills of Marketing Students 2000A Research-Based Justification for Debate Across the Curriculum 2005The Debate as a Pedagogic Tool in Social Policy for Social Work Students

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