ERIC Number: EJ899394
Record Type: Journal
Publication Date: 2007-Jan
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1544-0389
EISSN: N/A
Using Debate to Maximize Learning Potential: A Case Study
Firmin, Michael W.; Vaughn, Aaron; Dye, Amanda
Journal of College Teaching & Learning, v4 n1 p19-32 Jan 2007
Following a review of the literature, an educational case study is provided for the benefit of faculty preparing college courses. In particular, we provide a transcribed debate utilized in a General Psychology course as a best practice example of how to craft a debate which maximizes student learning. The work is presented as a model for the principles of not building straw-men arguments, not shying away from controversial topics, giving politically-incorrect viewpoints fair treatment, making a crisp presentation that students will take seriously, and exemplifying gender-equity and aggressive female role-modeling. Reparative therapy and homosexual orientation was the debate's topic.
Descriptors: Homosexuality, Case Studies, Best Practices, Models, Debate, Psychology, Psychological Studies, Classroom Techniques, Transcripts (Written Records), Mental Disorders, Access to Health Care, Sexual Orientation, Legal Problems, Educational Strategies
Clute Institute. P.O. Box 620760, Littleton, CO 80162. Tel: 303-904-4750; Fax: 303-978-0413; e-mail: Staff@CluteInstitute.com; Web site: http://www.cluteinstitute.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A