Using Debates and Interviews to Promote Active Learning in an Adolescent Psychology Course: Lessons Learned
Abstract
Creating a course that includes active and cooperative learning and critical thinking is a desired goal for most educators. In this study, 175 undergraduate students responded to questions about their enjoyment and perceived educational gain of participating in a debate and completing an interview with an adolescent. Although students reportedly learned from both activities, the positive ratings of the activities increased when the debate teams were smaller and the demands of both activities were clearly outlined. The author provides instructions for conducting these activities and makes recommendations for improving student learning consistent with the experience.
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