Student-Centered Debates to Promote Active Learning in Biology

Xingyou Liu; Nan Yang; Wenhao Zhou; Jie Shen

doi:10.1525/abt.2024.86.6.369

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Xingyou Liu,¹ Nan Yang,² Wenhao Zhou,³ Jie Shen⁴

¹Xingyou Liu () is a master student at Hangzhou Dianzi University.
²Nan Yang () is an undergraduate at Hangzhou Dianzi University.
³Wenhao Zhou () is a master student at Hangzhou Dianzi University.
⁴Jie Shen () is an associate professor at Hangzhou Dianzi University.

Abstract

The post-00s college students are a group of “internet natives” with distinctive personality and innovative spirit. It is important to explore how to motivate them to actively learn new knowledge. Debate, as a means of learning and communication, can enhance participants' critical thinking skills, boost oral skills, and promote their learning of relevant knowledge. Here, we use the model of classroom debate in a general education biology course to debate scientific controversies. This increases students' enthusiasm for independent learning of relevant knowledge and promotes effective independent inquiry and learning.

Citation Download Citation

Xingyou Liu, Nan Yang, Wenhao Zhou, and Jie Shen "Student-Centered Debates to Promote Active Learning in Biology," The American Biology Teacher 86(6), 369-372, (30 August 2024). https://doi.org/10.1525/abt.2024.86.6.369

Published: 30 August 2024