Hand, M;
Levinson, R;
(2012)
Discussing Controversial Issues in the Classroom.
Educational Philosophy and Theory
, 44
(6)
pp. 614-629.
10.1111/j.1469-5812.2010.00732.x.
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Abstract
Discussion is widely held to be the pedagogical approach most appropriate to the exploration of controversial issues in the classroom, but surprisingly little attention has been given to the questions of why it is the preferred approach and how best to facilitate it. Here we address ourselves to both questions. We begin by clarifying the concept of discussion and justifying it as an approach to the teaching of controversial issues. We then report on a recent empirical study of the Perspectives on Science AS-level course, focusing on what it revealed about aids and impediments to discussion of controversial ethical issues. © 2011 The Authors. Educational Philosophy and Theory © 2011 Philosophy of Education Society of Australasia.
| Type: | Article |
|---|---|
| Title: | Discussing Controversial Issues in the Classroom |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1111/j.1469-5812.2010.00732.x |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment |
| URI: | https://discovery.ucl.ac.uk/id/eprint/1501796 |
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