Bruce E. Larson

Comparing Face-to-Face Discussion and Electronic Discussion: A Case Study from High School Social Studies

Abstract The purpose of this paper is to explore face-to-face discussions and electronic threaded discussions. Forty high school students engaged in both face-to-face and threaded discussions during a world history course. Their comments and interactions were analyzed, and they revealed that both types of discussion hold promise for helping students describe their thinking about topics being discussed, interact with classmates, and challenge their understanding of course content. In addition, teachers can consider these two forms of discussion and the different purposes each serves. Face-to-face and threaded discussions are compared in five areas. Implications for future research, using discussion in the classroom, and teacher education are provided.

Controversy, citizenship, and counterpublics: developing democratic habits of mind

A wealth of research suggests the importance of classroom discussion of controversial issues for adequately preparing students for participation in democratic life. Teachers, and the larger public, however, still shy away from such discussion. Much of the current research seeking to remedy this state of affairs focuses exclusively on developing knowledge and skills. While important, this ignores significant ways in which students’ beliefs about the concept or nature of controversy itself might affect such discussions and potentially, the sort of citizen that educators are fostering. We argue that examining the concept of ‘controversy’ is central to conducting such discussions and propose a framework of four crucial virtues or habits of mind that can be developed through such an examination. We illustrate how these four habits of mind are essential for establishing classroom ‘counterpublics’ that aim to develop more justice-oriented democratic citizens.