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Engaging Non-majors in an Introductory Political Science Course via Debates , Primary Sources and Cut-up Cards
| Content Provider | Semantic Scholar |
|---|---|
| Author | Pleschová, Gabriela Simon, Agnès Karas, Martin |
| Copyright Year | 2019 |
| Abstract | Introduction This chapter focuses on active learning as a means of achieving higher levels of student engagement, improving knowledge retention, and understanding. While the problem of student engagement is very common at all levels of the education system, it is of particular significance when teaching an introductory political science course to undergraduate students whose major is not related to the topics covered in class, and who do not expect to have any professional use for the knowledge that they could potentially acquire. In order to address the issue of low student engagement, I introduced three active learning exercises – a debate, a group analysis of a primary source, and cut-up cards – to distinguish between various political science concepts. In order to study the effects of the innovation, I collected both qualitative and quantitative data to evaluate the nature of the relationship between active learning, student engagement, and knowledge retention. Results show that while active learning methods lead to higher levels of student engagement, they do not seem to significantly affect knowledge retention and understanding. |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | https://www.seda.ac.uk/resources/files/publications_258_Ch12_Engaging_non_majors_in_an_introductory_pol_sci_course_Karas.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
