The main goal of this seminar is to encourge teachers to use debates with their students, regardless their academic origin. We will develop a complete debate sequence and provide tools and strategies to be used in similar proposals.

Another important goal is to promote outdoor education at university level.

Teaching outdoors has been established as an important didactic strategy. Significative efforts have been directed towards encouraging and supporting teachers to take their students outside the classroom. But most of the initiatives have been carried out to promote outdoor education in preschool, primary or secondary school. Outdoor spaces involve socio- psychological states, processes and variables such as perceived freedom, engagement and motivation that encourage the development of a debate and that are worth exploring. Our outdoor experience will be carried out in the Jardí Botànic de la Universitat de València.

In this course we will provide an academic sequence developed for a specific debate, specifying the characteristics of each of the phases, in order to serve as a basis for other teachers who want to apply or adapt it to their circumstances and students.

The topic to focus in will be a hot issue: 'Sexual dimorphism in human behavior', which includes highly sensitive aspects such as the degree of biological influence, the sexual-activity preferences and reproductive styles of both sexes, monogamous vs polygamous tendencies, and so on. It is intended to ensure the interest on the part of all attendees, regardless of the academic context of origin.

Teachers/coordinators will select the articles to be studied, will lead big group meetings and will organize the small group debates.

The main goal of this seminar is to encourge teachers to use debates with their students, regardless their academic origin. We will develop a complete debate sequence and provide tools and strategies to be used in similar proposals.

Another important goal is to promote outdoor education at university level.

Teaching outdoors has been established as an important didactic strategy. Significative efforts have been directed towards encouraging and supporting teachers to take their students outside the classroom. But most of the initiatives have been carried out to promote outdoor education in preschool, primary or secondary school. Outdoor spaces involve socio- psychological states, processes and variables such as perceived freedom, engagement and motivation that encourage the development of a debate and that are worth exploring. Our outdoor experience will be carried out in the Jardí Botànic de la Universitat de València.

In this course we will provide an academic sequence developed for a specific debate, specifying the characteristics of each of the phases, in order to serve as a basis for other teachers who want to apply or adapt it to their circumstances and students.

The topic to focus in will be a hot issue: 'Sexual dimorphism in human behavior', which includes highly sensitive aspects such as the degree of biological influence, the sexual-activity preferences and reproductive styles of both sexes, monogamous vs polygamous tendencies, and so on. It is intended to ensure the interest on the part of all attendees, regardless of the academic context of origin.

Teachers/coordinators will select the articles to be studied, will lead big group meetings and will organize the small group debates.

• Communicating in the best way, so that other people understand us.
• Developing the ability to establish academic debate away from ideologies and based on evidence.
• Developing the ability to collect and interpret data to promote reflection on relevant issues of a social, scientific or ethical nature.
• Developing critical thinking competency: the ability to question norms, practices and opinions; to reflect on own one’s values, perceptions and actions; and to take a position in a discourse.
• Transmitting information, ideas, problems and solutions to a specialized and nonspecialized audience.
• Working together with colleagues and partners.

Attendance (at least 85% of the hours).

Both active participation in the sessions and a final questionnaire and essay will be taken into account.