THEORIES OF DESIGNING EFFECTIVE CLASSROOM DEBATES
;
classroom debates, critical thinking, active engagement, collaborative learning, pedagogical strategies.Abstrak
Classroom debates are a dynamic instructional strategy that fosters critical thinking, communication skills, and active engagement among students. When effectively designed, debates not only stimulate intellectual curiosity but also enhance collaborative learning and respect for diverse perspectives. This article explores the principles and strategies for designing effective classroom debates. Drawing on educational theories and research, it examines the role of preparation, structure, moderation, and assessment in achieving desired learning outcomes. By providing a theoretical framework and practical insights, this article aims to equip educators with tools to implement debates as a powerful pedagogical approach.
Iqtiboslar
Brookfield, S. D., & Preskill, S. (2005). Discussion as a way of teaching: Tools and techniques for democratic classrooms. Jossey-Bass.
Kuhn, D. (1991). The skills of argument. Cambridge University Press.
Mercer, N. (1995). The guided construction of knowledge: Talk amongst teachers and learners. Multilingual Matters.
Piaget, J. (1972). The psychology of the child. Basic Books.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Zwiers, J., & Crawford, M. (2011). Academic conversations: Classroom talk that fosters critical thinking and content understandings. Stenhouse Publishers.
