Affective Learning and the Classroom Debate

Autor/in	Jagger, Suzy
Titel	Affective Learning and the Classroom Debate
Quelle	In: Innovations in Education and Teaching International, 50 (2013) 1, S.38-50 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-3297
DOI	10.1080/14703297.2012.746515
Schlagwörter	Computer Science Education; Undergraduate Students; Debate; Group Discussion; Student Participation; Learner Engagement; Classroom Observation Techniques; Discussion (Teaching Technique); Controversial Issues (Course Content); Ethics; Learning Modules; Affective Behavior; Affective Measures; Teaching Methods; Foreign Countries; Taxonomy; Moral Development; United Kingdom + Suchen Sie Ihr Suchwort? Computer science lessons; Informatikunterricht; Debating; Streitgespräch; Gruppendiskussion; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Controversial issues; Kontroverse; Ethik; Learning module; Lernmodul; Affective disturbance; Active behaviour; Affektive Störung; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Taxonomie; Moralische Entwicklung; Großbritannien
Abstract	A commonly used teaching method to promote student engagement is the classroom debate. This study evaluates how affective characteristics, as defined in Bloom's taxonomy, were stimulated during debates that took place on a professional ethics module for first year computing undergraduates. The debates led to lively interactive group discussions with a high level of student engagement and participation. Data were collected from observations of affective characteristics during each debate. Results support the view that debating the ethics of familiar topics trigger affective characteristics and are beneficial in developing levels of student engagement, critical analysis, flexibility of thinking and motivation to learn. In relation to teaching professional ethics, stimulation of the affective domain plays an integral part in developing ethical sensitivity--an important component for moral development. The paper supports the inclusion of teaching strategies, which stimulate both the cognitive and the affective domains to ensure a holistic approach to teaching value-based content. (Contains 1 table and 6 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10