@article{ART001478854},
author={Sam-Yel Park},
title={Debate Education for Constructivistic Learning},
journal={Studies in Humanities and Social Sciences},
issn={1598-4230},
year={2010},
number={28},
pages={75-98},
doi={10.17939/hushss.2010..28.003}
TY - JOUR
AU - Sam-Yel Park
TI - Debate Education for Constructivistic Learning
JO - Studies in Humanities and Social Sciences
PY - 2010
VL - null
IS - 28
PB - Institute of Humanities and Social Sciences
SP - 75
EP - 98
SN - 1598-4230
AB - The information society is spurring the emergence of a new educational view and system. Constructivism, in the face of the information age, is receiving wide support as an alternative way to promptly meet the needs of the times.
Constructivists regard knowledge as an outcome of experience; thus, learning is viewed as an individual interpretation based on personal experience, and the process of learning is an active process of constructing meaning based upon experience. Therefore, learning is constituted from a variety of opinions and a compromise among those opinions. Also, constructivists determine that the role of education is to share different views and, as a result, to promote the process of cooperation with others in order to verify the learner’s point of view.
The present writer suggests debate education as an effective constructivistic education program in modern society since debate education aims to raise the ability to critically analyze problems and seek out a rational solution from an analytical base. However, doubts have been expressed with regard to the contribution made by debate lectures and normal lectures. This is mainly because debate education has degenerated into a game, producing a winner and a loser in a fixed rule, thus not benefiting from the merit of constructivism.
A debate education allows students to improve their problem-solving capability and critical thinking mind by allowing them to actively participate in the lesson. A debate education, applied in a wide range of aspects, should be guided in the direction where all students can express their opinions and thus find a variety of new ideas, and where students can develop their communication skills in an attempt to enable them to reasonably speak their views. Given that problem-solving capability, critical thinking mind and communication skills are required in a knowledge-based society; improving those abilities through debate education should be studied.
KW - Constructivism;Constructivistic Learning;Debate education;Epistemology
DO - 10.17939/hushss.2010..28.003
ER -
Sam-Yel Park. (2010). Debate Education for Constructivistic Learning. Studies in Humanities and Social Sciences, 28, 75-98.
Sam-Yel Park. 2010, "Debate Education for Constructivistic Learning", Studies in Humanities and Social Sciences, no.28, pp.75-98. Available from: doi:10.17939/hushss.2010..28.003
Sam-Yel Park "Debate Education for Constructivistic Learning" Studies in Humanities and Social Sciences 28 pp.75-98 (2010) : 75.
Sam-Yel Park. Debate Education for Constructivistic Learning. 2010; 28 : 75-98. Available from: doi:10.17939/hushss.2010..28.003
Sam-Yel Park. "Debate Education for Constructivistic Learning" Studies in Humanities and Social Sciences no.28(2010) : 75-98.doi: 10.17939/hushss.2010..28.003
Sam-Yel Park. Debate Education for Constructivistic Learning. Studies in Humanities and Social Sciences, 28, 75-98. doi: 10.17939/hushss.2010..28.003
Sam-Yel Park. Debate Education for Constructivistic Learning. Studies in Humanities and Social Sciences. 2010; 28 75-98. doi: 10.17939/hushss.2010..28.003
Sam-Yel Park. Debate Education for Constructivistic Learning. 2010; 28 : 75-98. Available from: doi:10.17939/hushss.2010..28.003
Sam-Yel Park. "Debate Education for Constructivistic Learning" Studies in Humanities and Social Sciences no.28(2010) : 75-98.doi: 10.17939/hushss.2010..28.003
