Should We "Just Stick to the Facts"? The Benefit of Controversial Conversations in Classrooms

Autor/inn/en	Kraatz, Elizabeth; von Spiegel, Jacqueline; Sayers, Robin; Brady, Anna C.
Titel	Should We "Just Stick to the Facts"? The Benefit of Controversial Conversations in Classrooms
Quelle	In: Theory Into Practice, 61 (2022) 3, S.312-324 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kraatz, Elizabeth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-5841
DOI	10.1080/00405841.2022.2096381
Schlagwörter	Controversial Issues (Course Content); Educational Benefits; Discussion (Teaching Technique); Teaching Methods; Developmentally Appropriate Practices; Cognitive Development; Thinking Skills; Individual Differences; Scaffolding (Teaching Technique); Interpersonal Relationship; Peer Relationship; Classroom Environment; Dialogs (Language); Teacher Student Relationship + Suchen Sie Ihr Suchwort? Controversial issues; Kontroverse; Bildungsertrag; Teaching method; Lehrmethode; Unterrichtsmethode; Entwicklungsbezogene Bildung; Kognitive Entwicklung; Denkfähigkeit; Individueller Unterschied; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Peer-Beziehungen; Klassenklima; Unterrichtsklima; Dialog; Dialogs; Dialogue; Dialogues; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Controversial topics may be uncomfortable for teachers to include in their in-class discussions. However, there are considerable cognitive and social-emotional benefits to engagement in controversial conversations, or classroom discussion about controversial topics. It is critical that teachers support students in respectful discussion to help them develop skills such as problem solving, critical thinking, and the ability to consider issues from multiple perspectives. These skills can enable students to meet larger educational goals such as engaged citizenship. The goal of this article is to highlight the benefits of controversial conversations in the classroom and describe teaching approaches that facilitate effective controversial conversations. First, we identify important factors for teachers' consideration in supporting effective and beneficial controversial conversations. Second, we provide examples of topics of conversations that may be appropriate for students of varying ages. Third, we review how the structure of conversation, scaffolding, classroom context, relationships, and students' individual differences can shape controversial conversations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01