SciELO - Scientific Electronic Library Online

 
vol.42 issue2The Ecotourism profession at the University of Costa Rica: An Analysis from the Perspective of its Graduate PopulationConsiderations for Continuing in-service Teaching Training for University Professors author indexsubject indexarticles search
Home Pagealphabetic serial listing  

Services on Demand

Journal

Article

Indicators

Related links

  • Have no similar articlesSimilars in SciELO

Share


Revista Educación

On-line version ISSN 2215-2644Print version ISSN 0379-7082

Abstract

SALAZAR ESPINOZA, César Antonio  and  ACUNA, Andrés A.. Debate Activities in the Learning Process. Experiences and Implications from the Formation Process of Economics Students. Educación [online]. 2018, vol.42, n.2, pp.205-227. ISSN 2215-2644.  http://dx.doi.org/10.15517/revedu.v42i2.24956.

The change in the dynamics of the national economy and its business environment require modifications in the educational models and methodologies compatible with an ongoing learning process based on the student towards the development of necessary generic competences for a good job performance. This study aims at designing, implementing and systematizing debate experiences in course syllabuses for economics being updated following a student-centered educational model. . The activities were carried out at the Faculty of Economics and Business at the University of Bio-Bio, Chile.Alternative versions of debates based on group characteristics and a specific a set of evaluation criteria were proposed. In addition, a protocol containing the phases of the activity, logistics and equipment use was developed. The results suggest that student motivation is a key factor for a successful debate when the formation of groups is intentional. This experience proves that it is possible to carry out debates in numerous courses defining alternative protocols and giving incentives based on rewards and penalties in the correct direction. It can also be concluded that activities must be conducted systematically throughout the training process. It is also necessary to foster the active participation of academics and explicitly specify the “debate”; as a formal activity as part of the evaluation criteria in the proposed -course syllabi.

Keywords : debates; learning process methodologies; experiences; economics.

        · abstract in Spanish     · text in Spanish     · Spanish ( pdf )