Discussion in Postsecondary Classrooms

Abstract

Spoken language is, arguably, the primary means by which teachers teach and students learn. Much of the literature on language in classrooms has focused on discussion that is seen as both a method of instruction and a curricular outcome. While much of the research on discussion has focused on K-12 classrooms, there is also a body of research examining the efficacy of discussion in postsecondary settings. This article provides a review of this literature in order to consider the effect of discussion on student learning in college and university classrooms, the prevalence of discussion in postsecondary settings, and the quality of discussion in these settings. In general, the results of research on the efficacy of discussion in postsecondary settings are mixed. More seriously, researchers have not been explicit about the meaning of discussion and much of what is called discussion in this body of research is merely recitation with minimal levels of student participation. Although the research on discussion in college and university classrooms is inconclusive, some implications can be drawn from this review of the research including the need for future researchers to clearly define what they mean by "discussion."

Inquiry and Discussion Methods

“…Students can express their opinions verbally because it is necessary to practice a democratic life [14]. The discussion gives students the possibility to learn to participate in the conversation to solve a problem together [15]. Efforts to increase interest in learning to optimize the implementation of learning in the classroom are interesting for further study so that in this study a study will be conducted on "The Effect of Using Inquiry Learning Methods and Discussion Methods on Learning Interest in Social Sciences Subjects in SMP Al-Azhar Assyarif Beji, Pasuruan Regency.…”