Abstract
AbstractOne of the biggest challenges for criminal justice educators is to deal with the strongly held opinions and preconceived notions about criminal justice issues among students. It often takes the form of students being reluctant to accept certain premises that does not comply with their own experience of the issue. The general tendency to reject information that does not confirm your own view of the world and to accept information that does confirm what you believe to be true is called confirmation bias. This paper proposes the criminal policy debate format as an active learning strategy. Based on the application in an introductory course that is part of a three-year bachelor program in criminology, findings show that the debate format facilitates learning by encouraging students to formulate arguments for and against criminal policy questions.
Highlights
One of the major goals for educators is to facilitate students’ development of critical thinking and achieve deeper learning
We examine the use of a criminal policy debate as an active learning strategy from a student perspective and evaluate if a criminal policy debate can be used as an active learning strategy to facilitate learning, critical thinking and challenge preconceptions by encouraging students to formulate arguments for and against criminal policy questions
We present the results from an exploratory study of the use of a criminal policy debate as an active learning strategy
Summary
One of the major goals for educators is to facilitate students’ development of critical thinking and achieve deeper learning. One of the challenges for criminal justice educators is to deal with the strongly held opinions and preconceived notions about criminal justice issues among students. It often takes the form of students being reluctant to accept certain premises that does not comply with their own experience of the issue. Caroline Mellgren is a senior lecturer in criminology at the department of criminology, Malmö University. Her current research interests include fear of crime, violence risk assessment, domestic violence, hate crime and methods of teaching criminology
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
