Original Research

Application and evaluation of a combination of socratice and learning through discussion techniques

EJ van Aswegen, HIL Brink, PJN Steyn
Curationis | Vol 24, No 4 | a894 | DOI: https://doi.org/10.4102/curationis.v24i4.894 | © 2001 EJ van Aswegen, HIL Brink, PJN Steyn | This work is licensed under CC Attribution 4.0
Submitted: 28 September 2001 | Published: 28 September 2001

About the author(s)

EJ van Aswegen,, South Africa
HIL Brink, Professor emeritus, Unisa, South Africa
PJN Steyn,, South Africa

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Abstract

This article has its genesis in the inquirer’s interest in the need for internalizing critical thinking, creative thinking and reflective skills in adult learners. As part of a broader study the inquirer used a combination of two techniques over a period of nine months, namely: Socratic discussion/questioning and Learning Through Discussion Technique. The inquirer within this inquiry elected mainly qualitative methods, because they were seen as more adaptable to dealing with multiple realities and more sensitive and adaptable to the many shaping influences and value patterns that may be encountered (Lincoln & Guba, 1989). Purposive sampling was used and sample size (n =10) was determined by the willingness of potential participants to enlist in the chosen techniques. Feedback from participants was obtained: (1) verbally after each discussion session, and (2) in written format after completion of the course content. The final/ summative evaluation was obtained through a semi-structured questionnaire. This was deemed necessary, in that the participants were already studying for the end of the year examination. For the purpose of this condensed report the inquirer reflected only on the feedback obtained with the help of the questionnaire. The empirical study showed that in spite of various adaptation problems experienced, eight (8) of the ten (10) participants felt positive toward the applied techniques.

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