A platform for research: civil engineering, architecture and urbanism
A platform for research: civil engineering, architecture and urbanism
Fostering Sustainability and Critical Thinking through Debate—A Case Study
Transversal competences such as sustainability or critical thinking have become more important in the last decades in University teaching. The objective of this article is to assess the effectiveness of debate as a teaching method capable of fostering such competences in engineering students. To do this, a debate activity has been held facing two reasonable positions: Sustainable Development versus Degrowth. The research methodology consisted of performing this activity in the classroom (with 13 students in this particular case study), and conducting some tests before and after the debate that served as feedback to assess the effectiveness of the debate on the learning process. This feedback is composed of different documents, including a pre-post test, a specific survey about the debate, a pre-post knowledge survey and the Student Evaluation of Educational Quality (SEEQ) survey. A methodology for the organization of the debate is proposed and the answers of the students to these feedback documents are analyzed. As it can be inferred from the different surveys, the debate has been an efficient learning tool to acquire knowledge and to develop sustainability and critical thinking competences.
Fostering Sustainability and Critical Thinking through Debate—A Case Study
Transversal competences such as sustainability or critical thinking have become more important in the last decades in University teaching. The objective of this article is to assess the effectiveness of debate as a teaching method capable of fostering such competences in engineering students. To do this, a debate activity has been held facing two reasonable positions: Sustainable Development versus Degrowth. The research methodology consisted of performing this activity in the classroom (with 13 students in this particular case study), and conducting some tests before and after the debate that served as feedback to assess the effectiveness of the debate on the learning process. This feedback is composed of different documents, including a pre-post test, a specific survey about the debate, a pre-post knowledge survey and the Student Evaluation of Educational Quality (SEEQ) survey. A methodology for the organization of the debate is proposed and the answers of the students to these feedback documents are analyzed. As it can be inferred from the different surveys, the debate has been an efficient learning tool to acquire knowledge and to develop sustainability and critical thinking competences.
Fostering Sustainability and Critical Thinking through Debate—A Case Study
Alfonso Rodriguez-Dono (author) / Antoni Hernández-Fernández (author)
2021
Article (Journal)
Electronic Resource
Unknown
Metadata by DOAJ is licensed under CC BY-SA 1.0
Fostering Sustainability through Mobility Knowledge, Skills, and Attitudes
| DOAJ | 2022
Fostering Social Sustainability: Inclusive Communities through Prefabricated Housing
| DOAJ | 2024
British Library Online Contents | 2000