Positive Discourse: Fostering an Impact on the Learning Environment Through Social Studies Pedagogy
Major
History
Submission Type
Oral Presentation
Area of Study or Work
Educational Studies
Faculty Advisor
Leah Nillas
Location
CNS E102
Start Date
4-11-2026 8:30 AM
End Date
4-11-2026 9:30 AM
Abstract
Discussion techniques such as debate and structured academic controversy provide a unique forum for student engagement and can significantly impact the classroom learning environment, but the result can be positive or negative. The framework for classroom discourse lies within the institution of civic virtues such as positive discourse, critical thinking, and individual respect for one’s peers (National Council for the Social Studies, 2013). This means that implementing such values ahead of time can affect how students engage with controversial material and how they deliberate those topics. The purpose of this study is to examine the significance that both structured academic controversy and debate have on the learning environment within a social studies classroom, as well as whether there are any notable differences between the two in how they affect a learning environment. This self-study research was conducted in United States history and civics classes at the secondary level. Data sources included student work through worksheets and peer evaluations, teaching observations, and detailed lesson plans that structure each activity. Through student teaching data and supplementary literature, it was found that these two approaches to classroom deliberation can have a positive impact on the learning environment once students have had practice in democratic principles that should be implemented in every social studies classroom.
Positive Discourse: Fostering an Impact on the Learning Environment Through Social Studies Pedagogy
CNS E102
Discussion techniques such as debate and structured academic controversy provide a unique forum for student engagement and can significantly impact the classroom learning environment, but the result can be positive or negative. The framework for classroom discourse lies within the institution of civic virtues such as positive discourse, critical thinking, and individual respect for one’s peers (National Council for the Social Studies, 2013). This means that implementing such values ahead of time can affect how students engage with controversial material and how they deliberate those topics. The purpose of this study is to examine the significance that both structured academic controversy and debate have on the learning environment within a social studies classroom, as well as whether there are any notable differences between the two in how they affect a learning environment. This self-study research was conducted in United States history and civics classes at the secondary level. Data sources included student work through worksheets and peer evaluations, teaching observations, and detailed lesson plans that structure each activity. Through student teaching data and supplementary literature, it was found that these two approaches to classroom deliberation can have a positive impact on the learning environment once students have had practice in democratic principles that should be implemented in every social studies classroom.