The usage of debate as a pedagogical strategy for the development of critical thinking

Debate is presented as a methodological strategy that can influence the development of critical thinking in students, as it promotes the construction and evaluation of arguments within an interactive process. For this reason, the purpose of this research was to analyze how the use of debate contributes to the development of critical thinking in first-semester students of the National and Foreign Language major at the Universidad Nacional de Chimborazo, during the 2025-2S academic period. The inherent dynamics of debate, which demand active participation, the exchange of ideas, and the formulation of arguments, make it a tool that fosters discursive practices necessary to strengthen cognitive skills related to critical thinking. Methodologically, this study adopted a mixed-methods approach and was conducted as applied field research. The population consisted of first-semester students of the aforementioned major. Data collection involved a diagnostic assessment, field dairy, and a final exam, instruments through which quantitative and qualitative data on the intervention process were obtained. The results showed that, after the debate sessions, students demonstrated improvements in evaluation, analysis, synthesis, argumentation, and validity, changes reflected both in the administered tests and in the observations made during the sessions. Likewise, progress was observed in participation, turn-taking, collaborative work, and clarity in expressing and justifying ideas. These findings indicate that the debate contributed to strengthening critical thinking and developing communication skills necessary for academic training.

• 1. Verfasser: Chicaiza Rengifo, Jonathan Alexander (author)
• Format: bachelorThesis
• Veröffentlicht: 2026
• Schlagworte: DEBATE; PENSAMIENTO CRÍTICO; PARTICIPACIÓN; HABILIDADES COGNITIVAS
• Online Zugang: http://dspace.unach.edu.ec/handle/51000/16419