ScholarWorks@숙명여자대학교

초록

This study examined the educational meaning of discussion practice and the effect of discussion classes through content analysis of the reflection journal of learners who have completed the <Critical Thinking and Discussion> subject. The study focused on examining the changes in students’ perception of their personal learning experiences throughout the discussion process. The findings revealed that participating in discussions provided students with an opportunity to develop confidence and move away from a passive attitude often associated with public speaking situations. Students recognized the importance of critical thinking and realized the necessity of listening skills during the discussion sessions. Furthermore, they became aware of the significance of constructing persuasive arguments based on logical reasoning and acknowledged the importance of maintaining a cooperative attitude and fostering cooperation among group members. The students emphasized the value of receiving feedback on their discussion activities, which sparked their interest in various social issues. Furthermore, implications for university discussion classes were presented based on the reflection journal meta-analysis. First, it emphasized the importance of problem-based learning, secondly, establishing a community for discussion learning through cooperation with colleagues. Additionally, providing opportunities for learners to reflect on the learning process was identified as a crucial aspect. Lastly, enhancing the coaching role of instructors emerged as an important mechanism for revitalizing discussion education. In the era of artificial intelligence, exemplified by Chat GPT, the importance of critical thinking and discussion education has escalated. Therefore, it is hoped that the results of this study, which examined how learners who took college discussion classes perceived and experienced discussion practice, can be used as basic data for revitalizing discussion education.

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