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Autor/inn/en | Abernathy, Claire; Forestal, Jennifer |
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Titel | The Use of Debates in Political Science Courses |
Quelle | In: Journal of Political Science Education, 17 (2021) 3, S.343-355 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1551-2169 |
DOI | 10.1080/15512169.2019.1656082 |
Schlagwörter | Teaching Methods; Debate; Political Science; Citizenship Education; Instructional Effectiveness; Democratic Values; Student Participation; College Students Teaching method; Lehrmethode; Unterrichtsmethode; Debating; Streitgespräch; Staatslehre; Politikwissenschaft; Politische Wissenschaft; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Unterrichtserfolg; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Collegestudent |
Abstract | Structured in-class debates are a valuable addition to courses that seek to foster students' development as citizens. In this study, we examine how different debate formats can impact their effectiveness as a pedagogical tool for advancing students' civic learning outcomes. We consider "moderated dualistic" debates that ask students to bring empirical evidence to bear on a yes/no question about a particular policy issue and "unmoderated pluralistic" debates that ask students to engage with multiple perspectives about essential political values. We find that both debate formats contribute to students' civic education: Moderated dualistic debates cultivated some political skills while unmoderated pluralistic debates deepened--and complicated--students' thinking about democratic values. From these results, we conclude that students' civic development benefits from experience with a variety of different debate formats that can prepare students for effective citizenship in distinct ways. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |