The Use of Debates in Political Science Courses

Abernathy, Claire; Forestal, Jennifer

doi:10.1080/15512169.2019.1656082

Cited by 9 publications

(6 citation statements)

References 18 publications

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“…These agree with Robb (2015) stating that the teaching strategies that form the basis for training in debating -modelling and guided practice, practice in collaborative independent learning, and scaffolded practice -transform the students from passive readers into a confident and ambitious personality who can comprehend, analyse information and make 'just right' decisions on what to read. Results agree with Abernathy & Forestal (2019), Gooblar, (2016, Najafi et al, (2016), andWilliams-Brown (2015), who revealed that debates enhance students' motivation, boost their academic achievements, engage students in learning better, and increase students' brain capacity. The results contribute to the teaching and learning models aimed at developing analytical thinking in tertiary students that were outlined by Sartika (2017).…”

Section: Discussionsupporting

confidence: 87%

“…Debates have been proved to foster reasoning and higher-order thinking skills when used in the educational process (Walker & Sampson, 2013). This was also found in the research revealing theoretical and methodological aspects of using debates in education and vocational training (Abernathy & Forestal, 2019;Ang et al, 2019;Wilson & Brown, 2016;Toner & Woolley, 2016). Brownson (2013) opines that debates are more effective than conventional instruction strategies.…”

Section: Literature Reviewmentioning

confidence: 82%

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Enhancing Analytical Thinking in Tertiary Students Using Debates

Spaska¹,

Savishchenko²,

Komar³

et al. 2021

EUROPEAN J ED RES

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The purpose of the study was to identify how debates effected the analytical thinking abilities of tertiary students and how the debates as an instructional approach were perceived by the students. The study used quantitative data collection methods such as tests and observation checklists and qualitative data collection methods such as a focus group discussion. The data was yielded from the measurements of students' analytical thinking, critical thinking, problem-solving skills, and decision-making skills. The pretest and posttest measurements were administered using the test of analytical skills, the quiz entitled "Get Ready to Test Your Analytical Skills!", and the problem-solving test. The study found that the debates improve the students' analytical thinking abilities and are perceived positively by them. The pretest and posttest measurements results, observation reports, and a focus group discussion showed that the debate-driven instructional model brought positive change to students' analytical thinking, critical thinking, problem-solving skills, and decision-making skills which are supported by the statistically significant Mean differences in all the variables. The findings from observations implied that the lessons were organised in a way that could sufficiently challenge the students, engage them in the search of information, and presenting their findings based on the facts and statistics. The results obtained from the students' responses in the outline focus group discussion found that the students appreciated participation in the debates as they associated the experience with job benefits, the practical value of the debates, learning engagement, and research.

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Section: Discussionsupporting

confidence: 87%

Section: Literature Reviewmentioning

confidence: 82%

Enhancing Analytical Thinking in Tertiary Students Using Debates

Spaska¹,

Savishchenko²,

Komar³

et al. 2021

EUROPEAN J ED RES

View full text Add to dashboard Cite

show abstract

“…Typically, debates occur in face-to-face settings in real time and have been found to stimulate critical thinking (Kennedy 2007) and engagement (Abernathy and Forestal 2019) in higher education settings. With the advent of online learning, educators began exploring the feasibility and effectiveness of conducting debates entirely online.…”

Section: Debatesmentioning

confidence: 99%

Thinking Outside the Comfort Zone: Implementing Debates in an Online Anthropology Course

deNoyelles¹,

Kovacevich²

2022

TLA

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“…En el siglo XXI, se han desarrollado más estudios con contenido científico en diferentes disciplinas como turismo (Alén, Domínguez, & De Carlos, 2015), medicina (Latif, Mumtaz, Mumtaz, & Hussain, 2018) o ciencias políticas (Abernathy & Forestal, 2021). Si bien, la mayoría de estos trabajos se centran en el desarrollo del pensamiento crítico (Holzer et al, 2018;Mayoral Garcia-Berlanga, Simó Noguera, & Suay i Lerma, 2018), en algunos casos también se combinan con el desarrollo de habilidades comunicativas, midiendo la percepción de los estudiantes (Zare & Othman, 2015), o bien, enfocada a futuros líderes (Chikeleze, Johnson, & Gibson, 2018).…”

Section: El Debate Y El Desarrollo De Competencias Transversalesunclassified

El debate académico para el desarrollo de competencias transversales

Pellicer

Orozco-Messana

Gimenez-Carbo

2022

In-Red 2022 - VIII Congreso Nacional De Innovación Educativa Y Docencia en Red

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This paper presents the academic debate as a technique for the development of soft skills in subjects that develop the project-based learning methodology. Specifically, it focuses on the work developed in the subject "Maintenance and conservation of structures" of the University Master's Degree in Civil Engineering. Likewise, it shows its evolution and adaptation to the different circumstances that have occurred in recent years and its application to other subjects of different master's degrees in the context of an Educational Innovation and Improvement Project of the Universitat Politècnica de València

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The Use of Debates in Political Science Courses

Cited by 9 publications

References 18 publications

Enhancing Analytical Thinking in Tertiary Students Using Debates

Enhancing Analytical Thinking in Tertiary Students Using Debates

Thinking Outside the Comfort Zone: Implementing Debates in an Online Anthropology Course

El debate académico para el desarrollo de competencias transversales

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