DEVELOPING PROSPECTIVE CIVIC AND LEGAL EDUCATION TEACHERS’ SKILLS IN USING POLITICAL TERMINOLOGY THROUGH PROBLEM-BASED SCENARIOS AND DISCUSSIONS
Keywords:
prospective teacher, civic and legal education, political terminology, problem-based scenario, evidence-based discussion, argumentative analysis, representation, civic participation, terminological reflection.Abstract
The article examines a methodology for developing prospective civic and legal
education teachers’ skills in using political terminology through problem-based scenarios
and discussions. Using argumentative analysis, the study explores the relationships
between claims, evidence, and supporting explanations involving political terms. The
methodology is presented through the stages of understanding a problem, clarifying
terminology, constructing an evidence-based position, discussing alternative viewpoints,
and engaging in terminological reflection. Hypothetical learning scenarios and sample
responses concerning majority decisions, representation, and civic participation are
developed. The proposed assessment criteria include the accuracy of terminological
meaning, appropriateness of usage in a given context, logical connections between
evidence and conclusions, and the justification of responses to opposing viewpoints. The
findings constitute a methodological development, and the need for experimental
validation of the proposed methodology’s effectiveness is emphasized.
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