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This study investigates the pedagogical effectiveness of structured debate, implemented through the World Schools Debate Championship (WSDC) model, as an active learning strategy in high school physics education. Conducted by the ST2 research group at Politecnico di Milano, the pilot involved 47 students and examined whether debate can enhance conceptual understanding of energy and foster metacognitive reflection. Using a pre–post within-subject design, students participated in a ten-hour instructional program combining conceptual review, argumentation training, and a structured debate on the motion “The European Union should prioritize nuclear energy research over renewable energy research.” Statistical analyses of pre- and post-test results revealed a significant improvement in conceptual understanding (p = 0.0003), with large effect sizes (Cohen’s d = 0.81; AKP = 0.80) confirmed through both classical and robust t-tests. Qualitative observations indicated that the debate promoted reflective reasoning, evidence-based argumentation, and the application of physics concepts to real-world issues. These findings provide preliminary empirical support for debate as a viable, evidence-based pedagogy that integrates cognitive, metacognitive, and communicative dimensions of learning. The study contributes to physics education research by demonstrating that debate-based instruction can yield substantial conceptual gains within limited instructional time, suggesting promising directions for its broader curricular adoption.
Costigliolo et al. (Wed,) studied this question.