Abstract
Critical thinking is often a desired competency for graduates of a technology program. Organizational members have uttered concern about students’ inability to think critically. Although traditional pedagogical techniques, such as lectures and examinations, center on knowledge acquisition, debates in the technology classroom can effectively facilitate critical thinking. The purpose of this study was to gather via questionnaires the perceptions of technology students on the debate process used in the classroom to increase critical thinking. Overall, the students believed that the debate process was a useful learning activity. The results of the questionnaire revealed that students believed that the debates helped them understand the topic better, learn new knowledge, and gain an understanding of the debate process. In addition, students thought that the debates increased their critical thinking skills.
Highlights
Employers value employees who can solve complex problems, communicate effectively, and think critically (Gokhale, 1995)
This study investigated students’ percepclasses, they found that 82% of students thought tions of the debate process used in a technolo gy that they understood the subject matter, and 85% classroom to increase critical thinking
Other students commented on the debate process as a good tool for w orking in teams and thinking critically
Summary
Employers value employees who can solve complex problems, communicate effectively, and think critically (Gokhale, 1995). A function of higher education is to teach students to think. University accreditation boards, for example, the National Association of Industrial Technology (NAIT), the Accreditation Board of Engineering and Technology (ABET) and the Inter national Technology Education Association (ITEA) recognize competencies such as problem solving, communication, and teamwork (including critical thinking) in their accreditation criteria (NAIT, 2007; ABET, 2007; & ITEA, 2007). Despite the emphasis on these competencies, businessmen and businesswomen have expressed concern with students’ inability to integrate competencies, for example, teamwork, communication, and oral presentation skills with critical thinking (Roy & Macchiette, 2005). Bissell and Lemons (2006) ascer tained that faculty who teach at universities in a technology or engineering curriculum consider critical thinking a primary objective. It is a sad tr uth that the “average” college student does not think critically, and not all courses include critical thinking
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
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 call
