&lt;p&gt;Perceptions of Students’ Learning Critical Thinking through Debate in a
            Technology Classroom: A Case Study&lt;/p&gt;

Scott, Sophia

doi:10.21061/jots.v34i1.a.5

Cited by 73 publications

(75 citation statements)

References 13 publications

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“…The students literally "grabbed" the opportunity to develop their analysis and presentation skills, as well as scientific argumentation on several key topics in the field of Biosciences. Thus, they used their critical thinking, confirming the findings of Goodwin (2003) and Scott (2008), who concluded that students acquire not only knowledge, but critical thinking skills through debates. Likewise, Walker and Warhust (2000) found in their study that classroom debates increased critical thinking, as they enhanced analytical problem solving, communication, presentation, and ability to form groups, while as Moeller (1985) underlined, the whole debating process proved valuable and helped students to increase their critical thinking skills.…”

Section: Discussionsupporting

confidence: 79%

Debates in Teaching Bioethics

Kedraka

Kourkoutas

2018

JCT

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In this small scale study in higher education, a good educational practice on the teaching of Bioethics based on transformative learning and accomplished by debates is presented. The research was carried out in June 2016 at the Department of Molecular Biology and Genetics, Democritus University of Thrace, Greece and it includes the assessment of the debating experience by the students participating in the course. The research followed the qualitative method and data was collected by free association through a single question posed to students, asking them to critically reflect on their debating experience. Content analysis was used for analyzing their responses. Debates seem to be a good practice for teaching Bioethics, since it leads to transformative learning for the future scientists, as it is highlighted by the students' views. They strongly state that they were highly interested and motivated by their participation in debates, an active teaching method that promotes the development of critical thinking, questioning, processing and presentation of scientific data, as well as the improvement of communication and cooperation skills. The most significant finding, though, was the critical reflection that young students reached regarding the subtle, difficult ethical issues of Biosciences.

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Section: Discussionsupporting

confidence: 79%

Debates in Teaching Bioethics

Kedraka

Kourkoutas

2018

JCT

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“…Kennedy (2007;) revealed the debate has been successfully used in a variety of disciplines including sociology, history, psychology, biotechnology, mathematics, health, dentistry, nursing, marketing, and social work. Scott (2008) suggests that students believe that debates help them understand the topics better, learn new knowledge, and gain an understanding of the process of debate. In addition, students think that the debate increased their critical thinking skills.…”

Section: Resultsmentioning

confidence: 99%

“…Therefore, students must be prepared to question the axioms, raises doubts, investigate the situation, and the investigation of alternative, in the context of two schools (colleges) and everyday life [14]. Critical thinking skills is an ability that is essential for life, work and function effectively in all other aspects of life [20] [21] [19] [11] [28] [6].…”

Section: Introductionmentioning

confidence: 99%

Increasing Critical Thinking Skill Through Class Debate

Fuad¹,

Ardana²,

Sulton³

et al. 2016

Proceedings of the 1st UPI International Conference on Sociology Education (UPI ICSE 2015)

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Abstract-Students need critical thinking skills in deciding the various issues that arise with rapid and complex. Critical thinking skills students can thrive in a learning process that encourages their active involvement; both physically and psychologically. Active learning encourages students to listen, speak, read and write. Active learning in the classroom debate, because this method addresses the new theme and controversy, the development of verbal abilities, and writing. This paper intends to examine whether the debate class students' critical thinking skills can be increased? This study uses the one-group pretest-posttest design with a sample of 35 students, and treat use debate method performed 5 times. Data collection techniques using critical thinking skills tests and rating scales. Data analysis using descriptive statistics and test different. The results of this study were (1) that the debate group 4 scored 3.40 keep the first position, followed by group 1 with a value of 3.25, group 2 with a value of 3.10 Group 5 with a value of 2.93 and group 3 with a value of 2.60; and (2) the ability of critical thinking by 78.93% students thought exercise categories, with the following indicators: the clarity of information = 80%, the depth of ideas = 75.47%, the breadth of viewpoints = 75.23%, and accuracy in the inference = 85%. Students studying in classroom debate will improve their critical thinking skills with an average difference of pretest and posttest 11.30% with t = 4.225 and p =. 000 <.05.

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“…Critical thinking skills are honed in all levels of the debate process (Scott, 2008). In preparing for rebuttals, the students are required to gather relevant evidence of support while thinking critically to put forth a strong argument.…”

Section: Classroom Debatementioning

confidence: 99%

Students’ Perceptions toward Using Classroom Debate to Develop Critical Thinking and Oral Communication Ability

Zare¹,

Othman²

2015

ASS

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The purpose of this study was to make inquiries about students' perceptions on employing classroom debate to improve critical thinking and oral communication ability. Sixteen undergraduate students were randomly assigned to a group, and took part in debates for nine sessions throughout one whole semester. Part of the data was collected through a survey questionnaire including twenty one statements using 5-point Likert scale. Students were also provided with a number of open-ended questions to write down their perceptions about the classroom debate. In addition, semi-structured interviews were conducted with a number of volunteered participants. Overall, the students believed that the classroom debate was a constructive learning activity. The respondents believed that the debates helped improve their critical thinking skills and oral communication ability. In addition, as the students claimed, other benefits of the debates included mastering the course content, boosting confidence, overcoming the stage fright, and improving team work skills.

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<p>Perceptions of Students’ Learning Critical Thinking through Debate in a Technology Classroom: A Case Study</p>

Cited by 73 publications

References 13 publications

Debates in Teaching Bioethics

Debates in Teaching Bioethics

Increasing Critical Thinking Skill Through Class Debate

Students’ Perceptions toward Using Classroom Debate to Develop Critical Thinking and Oral Communication Ability

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