2. The cooperative debate versus teacher’s verbal exposition

Abstract

 The present research aims to compare the reach of two intervention strategies in the classroom: cooperative debate and teacher’s verbal exposition. It was a quantitative field research with a two groups (control and experimental), pretests and posttest with non-randomized subjects design. The strategies were used in a Biology 9th grade adult’s classroom. Results are significant enough to highlight that there exists relationship between students’ grades and their participation in the strategies at a confidence interval of ? = 0,05. Discussions and interactions occurring in the cooperative debate groups help to improve students’ performance better than continuous teacher’s expositions. A conclusion is that interactions contribute to generate socio-cognitive conflicts.