Collaborative learning and critical thinking skills: Effects of a debate-based pedagogy
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Abstract
The authors added debates in two adolescent psychology classes in the southern region of the United States that were heretofore a lecture class. There were approximately 45 students in each of the classes, including both undergraduate and graduate students, and debate teams consisted of four to five members. Each debate was allotted one class period (80 minutes): 60 minutes of debate time with the last 20 minutes reserved for questions and discussion from the entire class. Students took a survey before and after the debates, rating themselves on critical thinking skills. Based on their ratings, there was significant perceived improvement after participating in debates. Last, the authors conclude with providing future considerations and tips to other educators for implementing debates within their course.
Keywords: Debates, collaborative learning, critical thinking, pedagogy, college students.
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