The power of in-class debates

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.

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

“…This limited use may relate to the criticisms levied against the Socratic debate method, for being too adversarial and combative. Yet, research has indicated the effectiveness of debates in supporting learning in a variety of disciplines including economics, education, history, marketing, medicine, nursing, psychology, sociology and social work (Dundes, 2001;Helenius et al, 2006;Kennedy, 2009;Omelicheva & Avdeyeva, 2008). There is, however, a significant dearth of literature specifically reflecting on the use of debates in teaching geography, despite the range of topics in the discipline which offer potential for such a method.…”

“…Debates as a method of teaching began in ancient Greece with the 'father of debate', Protagoras of Abdera (481-411 BC) (Smith, 1918;Kennedy, 2009). Whilst academics in the 1980s highlighted debate as "a promising teaching device" (Lewin & Wakefield, Jr., 1983, p.116) only certain disciplines, such as law, have taken the method on board to any great extent.…”

“…This offers the opportunity to focus upon particular perspectives of issues, but not the same level of 'thinking on your feet' which forms a central part of a debate. Learning to cope with the uncertainty offers the opportunity to develop enhanced written and/or oral communication skills; research skills; analysis, synthesis and evaluation skills; critical thinking skills; argument and persuasion skills (Green & Klug, 1990;Dundes, 2001;Kennedy, 2009). Significantly, these include the development of the higher level cognitive skills of Bloom's Taxonomy (Kennedy, 2009).…”

“…Learning to cope with the uncertainty offers the opportunity to develop enhanced written and/or oral communication skills; research skills; analysis, synthesis and evaluation skills; critical thinking skills; argument and persuasion skills (Green & Klug, 1990;Dundes, 2001;Kennedy, 2009). Significantly, these include the development of the higher level cognitive skills of Bloom's Taxonomy (Kennedy, 2009). Omelicheva & Avedeyeva (2008, p.606) go as far as to argue that "debates appear to be more effective in developing students' comprehension of complex concepts and application and critical evaluation skills" than lecture based teaching.…”

“…The use of debate to explore different perspectives and arrive at conclusions dates back to the Egyptians over 4000 years ago (Kennedy, 2009). Debates as a method of teaching began in ancient Greece with the 'father of debate', Protagoras of Abdera (481-411 BC) (Smith, 1918;Kennedy, 2009).…”