Energy under debate: Fostering critical thinking in chemical engineering through in-class debates

Abstract

This paper examines the use of in-class debates as a collaborative learning technique in the teaching of Chemical Engineering, as part of a third-year course in the Chemistry degree. "The aim is to evaluate its effectiveness in developing critical thinking and argumentative skills, while promoting awareness of sustainable energy aligned with the United Nations' Sustainable Development Goal (SDG) 7, which aims to ensure access to affordable, reliable, sustainable, and modern energy for all (United Nations, 2015). Over two academic years (2022–2024), students participated in debates on various energy sources, including nuclear, wind, solar or tidal energy, among others. The debates encouraged students to engage with diverse perspectives, apply their theoretical knowledge, and defend positions contrary to their own beliefs. Surveys were conducted before and after the debates to assess changes in student opinions on the viability of different energy types. Post-debate surveys revealed significant shifts in perception, such as a 0.8-point increase in favourability towards tidal energy in the 2023–2024 cohort. Additionally, 88 % of students reported finding the debates engaging, and 87 % felt the activity improved their understanding of energy topics. To further assess the development of critical skills fostered by the debates, a rubric was designed and applied by the professor, focusing on areas such as argument clarity, use of evidence, and teamwork. This rubric provided valuable insights into students' skill progression throughout the activity, offering an objective perspective on the effectiveness of debate-based learning without impacting students' final grades.