Resolved: Academic Debate Should Be a Part of Political Science Curricula

Omelicheva, Mariya Y.

doi:10.1080/15512160701338320

Cited by 27 publications

(19 citation statements)

References 16 publications

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“…As a matter of fact, these abilities are features and elements of critical thinking skills (Rudd, 2007;Kosciulek & wheaton, 2003). Previous studies also confirm that in-class debate can cultivate, promote, and develop critical thinking skills (Zare & Othman, 2013;Alasmari & Ahmed, 2013;Doody & Condon, 2012;Omelicheva, 2007;Kennedy, 2007). In addition, preparing for debates helped improve superior mastery of the course contents.…”

Section: Discussionmentioning

confidence: 65%

“…Participants expressed that engaging in debate encouraged them to explore the content of the course deeply, exposed them to many different perspectives, and hence assisted them to connect broadly to the content of the course. In her study, Omelicheva (2007) found that classroom debate helped the learners get involved in the intellectual practices which illustrate critical thinking skills. The participants of the study also stated that classroom debate provided an opportunity for them to practice and promote their presentation and teamwork skills.…”

Section: Classroom Debatementioning

confidence: 99%

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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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Section: Discussionmentioning

confidence: 65%

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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“…All students would benefit from learning debating techniques and participating in formal debates". In some university courses, as Political Science, it seems obvious that academic debate should be a part of the curriculum (Omelicheva, 2007).…”

Section: Why Academic Debates?mentioning

confidence: 99%

Debate académico de puertas abiertas como herramienta para estimular el pensamiento crítico y la orientación científica: una experiencia piloto

García-Berlanga

Noguera

Lerma

2018

@tic

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This paper aims to present a pilot experience conducted during the spring of 2018 in the Jardí Botànic (Botanic Garden) of the Universitat de València. The experience brought about 24 students from the degrees of Sociology, Primary School Education and Psychology in the same university (6 students from each degree), and 6 students from different academic backgrounds, including Master´s Degree students and one PhD student. The main goal of the pilot study is to analyze the perception and effectiveness of an academic debate seminar made outdoors and including students from different academic backgrounds. It was organized in three sessions of three hours each, with a pre-established distribution of roles between moderators and participants was pre-established. Clear rules of the functioning were also set up. The debate was structured in different parts, the duration of which had been previously established, as well as the time allocated to each intervention. Mutual trust and respect were also promoted and different dialectical positions and arguments were encouraged. At the end the students assessed the experience and had the opportunity to explain the extent to which the experience was fruitful in an individual essay, highlighting especially two positive aspects: the outdoor environment and the possibility to interact with students of other careers.

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“…Debat ternyata menjadi alat yang unggul dalam pembelajaran dan evaluasi. Metode debat bisa mengukur prestasi siswa, mendiagnosa masalah belajar, belajar lebih banyak tentang cara pandang dan sikap terhadap materi yang dipelajari (Omelicheva, 2007).…”

Section: Deferensiasi Gaya Belajar Divergen Dan Konvergen Danunclassified

Meta Analisis: Deferensiasi Gaya Belajar dengan Metode Pembelajaran

Fuad¹

2016

An-Nafs

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AbstrakTulisan ini bermaksud mengulas gaya belajar siswa dengan dimensi divergen dan konvergen. Keduanya berinteraksi dengan metode debat dan metode diskusi. Perbedaan gaya belajar berpengaruh pada cara belajar siswa, cara belajar siswa menentukan capaian pembelajaran menjadi maksimal. Oleh karena itu guru perlu memahami gaya belajar yang dimiliki oleh siswa, sebelum menerapkan metode pembelajaran yang akan menjadi pilihannya. Tulisan ini menyimpulkan gaya belajar konvergen memiliki interaksi yang lebih kuat dengan metode debat sedangkan gaya belajar divergen memiliki interaksi yang lebih kuat dengan metode diskusi. AbstractThis paper intends to review with the student's learning style dimensions of divergent and convergent. Both interact with the methods of debate and methods of discussion. Differences in learning styles impact on student learning, student learning outcomes specify a maximum learning. Therefore, teachers need to understand the learning style that is owned by the students, before applying the learning method that will be chosen. This paper concludes convergent learning style has a stronger interaction with the method of debate while the divergent learning style has a stronger interaction with the method of discussion.

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Resolved: Academic Debate Should Be a Part of Political Science Curricula

Abstract: Abstract

Cited by 27 publications

References 16 publications

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

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

Debate académico de puertas abiertas como herramienta para estimular el pensamiento crítico y la orientación científica: una experiencia piloto

Meta Analisis: Deferensiasi Gaya Belajar dengan Metode Pembelajaran

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