Document Type : Research Paper
Authors
1 Assistant Professor, Department of Political Science, Faculty of Administrative Sciences and Economics, Arak University, Arak, Iran
2 Assistant Professor. Department of Educational Technology, Faculty of Humanities, Arak University, Arak, Markazi, Iran.
Abstract
As an inherently interdisciplinary field, political science plays a crucial role in understanding political complexities, fostering political participation, and cultivating active citizenship. This study aimed to examine the impact of the Socratic dialogue method on enhancing three key skills—critical thinking, communication, and problem-solving—among political science students. A quasi-experimental design with a control group was employed. The Socratic method, characterized by active student participation, questioning, and open dialogue, was implemented in the form of seminar-style sessions in the undergraduate course “History of Western Political Thought.” To assess effectiveness, standardized instruments were used: the Jerabek Communication Questionnaire, Heppner’s Problem Solving Inventory, and the California Critical Thinking Skills Test (CCTST), administered in both pre-test and post-test stages. Data were analyzed using ANCOVA and LSD post hoc tests. The results indicated a statistically significant improvement in all three variables among students in the interactive learning group compared to the control group. These findings suggest that the Socratic method, grounded in classical political thought and active student engagement, can effectively enhance foundational educational skills in political science. This study introduces the successful integration of a philosophical-interactive approach with quantitative assessment as its primary innovation in the context of humanities education at the university level.
Keywords
- Socratic teaching method
- political science
- brainstorming
- communication skills-critical thinking and problem solving
- political thought in the West
Main Subjects
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