Debate: A Teaching Strategy for Geography

Estaville, Lawrence E.

doi:10.1080/00221348808979765

Cited by 9 publications

(21 citation statements)

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“…The formal or structured debate is widely-acknowledged as an intellectual, active learning approach that fosters logical and critical thinking (Schroeder and Ebert, 1983;Moeller, 1985;Worthen and Pack, 1992;Scannapieco, 1997;Leonard, 1999;Beck, 1999;Estaville, 1988;Martunen and Laurinen, 2001). The essential function of a debate is to provide a forum where opposing ideas or solutions to problems can be articulated (Scannapieco).…”

Section: The Structured Debate Methodsmentioning

confidence: 99%

“…Debate is basically competitive as a procedure in which two or more people try to convince others to accept or reject a proposition as the basis for belief or behavior. The benefits of the debate approach of teaching include providing students with a thorough understanding of oppositional viewpoints in controversial issues (Schroeder and Ebert); reducing instructor and student bias on issues (Scannapieco); engaging students in meaningful dialogue with their peers as an alternative to the lecture method (Estaville, 1988;Leonard); sharpening students' research and communications skills; and motivating students to learn (Scannapieco). The formats of the debate method range from a simple informal expository debate that may take a few minutes to a formal debate.…”

Section: The Structured Debate Methodsmentioning

confidence: 99%

“…To prevent recurrence of this participant's criticism, teacher educators who choose to engage novice teachers in debates might require them to show proof of optimal research on the affirmative and negative viewpoints of the issues to be debated before the debate (Estaville, 1988). The structured debate method with its schedule of constructive speeches and rebuttals ensures a regulated flow of concise and cogent arguments that are grounded in facts and statistics from all participants.…”

Section: Conclusion and Implications For Teacher Educationmentioning

confidence: 99%

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Making it Real: Promoting Novice Teachers’ Critical Perspectives on Educational Issues Through Structured Debates

Amobi

2007

Journal of Teaching and Learning

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There is a sense of ambivalence with regard to the place of the knowledge of the foundations of education in the makeup of an effective teacher. The reason for the marginalization of the field comes from the debate on the scope of educational foundations is too abstract to provide guidance to the everyday concerns of practitioners. In this interpretive and self-exploratory study, the author triangulated (a) literature on the place of educational foundations of education in teacher education, (b) a description of a critical issues course that used structured debates to promote novice teachers' critical perspectives on educational issues, and (c) an interpretive analysis of 21 preservice teachers' reflections on implemented debates. The questions were: (a) What is the place of the study of the foundations of education in the preparation of teachers for the 21 st century, and (b) did the use of structured debates provoke novice teachers' critical perspectives on educational issues? The findings of the study showed that the use of structured debate elicited critical insight into the meaning and nature of educational issues from most of the participating novice teachers. The conclusion from the study supported the idea that the ability to exercise critical perspectives on educational policy and practice issues is a quintessential element that separates self-renewing and ever-maturing educators from teaching technicians.

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Section: The Structured Debate Methodsmentioning

confidence: 99%

Section: The Structured Debate Methodsmentioning

confidence: 99%

Section: Conclusion and Implications For Teacher Educationmentioning

confidence: 99%

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Making it Real: Promoting Novice Teachers’ Critical Perspectives on Educational Issues Through Structured Debates

Amobi

2007

Journal of Teaching and Learning

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“…Estos cambios que ha tomado la economía nacional y su entorno empresarial exigen una modificación de los modelos educativos y de los métodos de enseñanza en un proceso de aprendizaje continuo que se base en el estudiantado, que permita el desarrollo de ciertas competencias genéricas necesarias para el buen desempeño laboral. En efecto, la comunicación verbal efectiva es una competencia genérica de gran relevancia para quienes se insertan en el mercado laboral, mientras que el grado de desarrollo del pensamiento crítico en estudiantes de pre y postgrado será crucial en todo rol que asuman durante su futuro ejercicio profesional (Darby, 2007;Estaville, 1988). Por consiguiente, una institución de educación superior, fiel a su espíritu o misión, debe "brindar a sus estudiantes los espacios y oportunidades tanto para instruirse sobre nuevos tópicos como para agudizar su capacidad crítica" (Vo y Morris, 2006, p. 316).…”

Section: Introductionunclassified

Actividades de debate en el proceso de aprendizaje. Experiencias e implicancias desde procesos de formación de estudiantes de economía

Salazar

Acuña

2018

Rev. Educación

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Los cambios en la dinámica que ha tomado la economía nacional y su entorno empresarial exigen una modificación en los modelos educativos y en los métodos de enseñanza desde un proceso de aprendizaje continuo basado en el estudiantado, que permita el desarrollo de competencias genéricas necesarias para el buen desempeño laboral. Este estudio tiene como objetivo diseñar, implementar y sistematizar experiencias de actividades de debate en programas de economía que se encuentran en renovación curricular con un modelo educativo centrado en el estudiantado. Las actividades se llevaron a cabo con estudiantes de economía de la Facultad de Ciencias Empresariales de la Universidad del Bío-Bío, Chile. En el diseño de las actividades, se desarrollan versiones alternativas de debates, donde se consideran variaciones en función de algunas características de los grupos. Asimismo, se señala y discute un conjunto de criterios de evaluación. Del mismo modo, se desarrolla un protocolo donde se estructuran las etapas, los detalles logísticos de la actividad y el uso del equipamiento. Los resultados sugieren que la motivación estudiantil es clave para el éxito de la actividad y propone la definición de los equipos en forma intencionada. Esta experiencia prueba que es posible realizar debates en cursos numerosos, si se definen protocolos alternativos y se entregan los incentivos con base en premios y sanciones en la dirección correcta. Se concluye que, para que los resultados sean los esperados, se requiere que este tipo de actividades se desarrollen de manera sistemática durante todo el proceso de formación. Asimismo, es necesario comprometer la participación activa del personal académico y precisar explícitamente el “debate” como una actividad formal de evaluación en los programas.

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“…Students should be prepped from the first day of class when the syllabus is distributed, so that they know from the outset, what level of class participation will be required of them (Ryan 1995). Although debate, obviously, is a verbal exercise and graded accordingly, Estaville (1988) recommends that instructors require students to submit a two-to-four page position paper, with bibliography, during the class period prior to the debate in order to maximize students' background knowledge for what will be covered in the debate content.…”

mentioning

confidence: 99%

Using Debate to Maximize Learning Potential: A Case Study

Firmin

Vaughn

Dye

2007

TLC

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Following a review of the literature, an educational case study is provided for the benefit of faculty preparing college courses. In particular, we provide a transcribed debate utilized in a General Psychology course as a best practice example of how to craft a debate which maximizes student learning. The work is presented as a model for the principles of not building straw-men arguments, not shying away from controversial topics, giving politically-incorrect viewpoints fair treatment, making a crisp presentation that students will take seriously, and exemplifying gender-equity and aggressive female role-modeling. Reparative therapy and homosexual orientation was the debate’s topic.

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Debate: A Teaching Strategy for Geography

Cited by 9 publications

References 0 publications

Making it Real: Promoting Novice Teachers’ Critical Perspectives on Educational Issues Through Structured Debates

Making it Real: Promoting Novice Teachers’ Critical Perspectives on Educational Issues Through Structured Debates

Actividades de debate en el proceso de aprendizaje. Experiencias e implicancias desde procesos de formación de estudiantes de economía

Using Debate to Maximize Learning Potential: A Case Study

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