Critical thinking and social interaction in active learning: A conceptual analysis of class discussion from Iranian students’ perspective

• Main Authors: Mansoureh Hajhosseini, Saeid Zandi, Sediqeh Hosseini Shabanan, Yaser Madani
• Format: Article
• Language: English
• Published: Taylor & Francis Group 2016-12-01
• Series: Cogent Education
• Subjects: critical thinking; social interaction; active learning; class discussion
• Online Access: http://dx.doi.org/10.1080/2331186X.2016.1175051

Following the failures in traditional methods of teaching, theorists have recently emphasized students’ active role in education in which the teacher is no longer a mere transmitter of knowledge. Discussion-based teaching has been regarded as a route to improving students’ active role. The current study intended to discover the benefits of using discussion for social interaction and critical thinking disposition from Iranian students’ perspective. Participants included 14 first-year educational psychology students who were selected through purposive sampling method. A general psychology course at the University of Tehran was held based on proposed patterns for class discussion. The data were collected through structured interviews, and analyzed through interpretive analysis. Findings showed that the components of critical thinking dispositions and social interaction were mostly exhibited during discussions. It seems that involvement of students in class discussions have benefits over the traditional realms of education. These positive effects are seen at personal and social levels, bringing forth more dynamic aspects of culture.