A new approach to dialogue-based learning in the assimilation of ecological topics through debate in chemistry education

Abstract

This article explores a new approach to implementing dialogue-based learning through debates in the context of ecological topics in secondary school chemistry education. In modern pedagogy, debates are recognized not only as a tool for content delivery but also as a dynamic strategy for developing students’ critical thinking, communication skills, and collaborative learning. The integration of ecological issues into classroom discussions allows students to examine real-world problems from a scientific and ethical perspective. Findings from experimental lessons indicate that dialogue-driven debates enhance students’ conceptual understanding of environmental chemistry, promote active engagement, and foster scientific literacy alongside social responsibility. This study underscores the pedagogical value of structured classroom debates as an innovative method in chemistry teaching.