The Power of Debate: Reflections on the Potential of Debates for Engaging Students in Critical Thinking about Controversial Geographical Topics

Türkiye’de Tartışmalı ve Sosyobilimsel Konular Üzerine Yazılan Lisansüstü Tezlerin Eğitim Bilimleri Perspektifinden İncelenmesi

“…İlgili alan yazın incelendiğinde tartışmalı konulara hem sosyal bilimler (Healey, 2012;Neal, 2013) hem de fen bilimleriyle (Healey, 2012;Khishfe, 2012;Levinson, 2006) ilgili derslerde yer verildiği görülmektedir. Tarihsel olarak incelendiğinde tartışmalı konuların, daha çok etkili vatandaşlar yetiştirmekle ilişkilendirildiği ve bu sebeple bu konulara ilişkin resmi eğitim politikalarının daha çok sosyal bilgiler ve vatandaşlık eğitimi kapsamında ele alındığı görülmüştür (NCSS, 2016).…”

Using reflections and questioning to engage and challenge online graduate learners in education

“…Garrison et al (2000) emphasized the importance of a true community of inquiry (COI) and pointed out that "the tone of the messages is questioning but engaging, expressive but responsive, skeptical but respectful, and challenging but supportive" (p. 96). In higher education, one of the most frequently cited one is the Socratic method of questioning (Delić and Bećirović 2016;Healey 2012). Based on Delić and Bećirović, the Socratic method is "a pedagogy that uses guided questions, dialog, and refutation to help learners critically reflect on their understanding of a particular issue.…”

Let’s Argue: Using Debate to Teach Critical Thinking and Communication Skills to Future Leaders

“…The debate categories identified by Cirlin (2007) focus more on debate in competition; however, instructional use of debate allows for another categorization. Healey (2012) broadened the scope of debate in instructional settings by referring to the following eight forms: "(a) two students debating; (b) panel debate; (c) instructor debate; (d) role play debate; (e) graded debate; (f) structured debate; (g) unstructured debate; and (h) online debate" (p. 252). The six categories identified by Cirlin (2007) may all fit within the structured debate category as shared by Healey (2012).…”

“…Benefits of the use of debate as a specific instructional tool in university classroom settings such as accounting, economics, education, marketing, medicine, pharmacy, and social work also show possible links to critical-thinking skills (Healey, 2012). In Kennedy's (2009) research involving a series of five debates with education students self-reports in post-tests indicated that their knowledge of the issues increased due to their participation in related debates, and possibly contributed to "between 31% and 58% of the participants chang[ing] their opinion after each of the five debates" (p. 232).…”