In-Class Experiments as an Accompaniment to In-Class Discussion

Autor/in	Rauh, Jonathan
Titel	In-Class Experiments as an Accompaniment to In-Class Discussion
Quelle	In: Journal of Political Science Education, 10 (2014) 4, S.453-470 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1551-2169
DOI	10.1080/15512169.2014.947420
Schlagwörter	Discussion (Teaching Technique); Class Activities; Educational Experiments; Active Learning; Debate; Social Sciences; Experiential Learning; Voting; Teaching Methods; Elections; Statistical Significance; Achievement Gains; Simulation; Educational Games; Social Systems; Behavior Theories; Curriculum Implementation; Instructional Effectiveness; Instructional Innovation; Undergraduate Students; South Carolina + Suchen Sie Ihr Suchwort? Schulversuch; Aktives Lernen; Debating; Streitgespräch; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Experiental learning; Erfahrungsorientiertes Lernen; Abstimmung; Teaching method; Lehrmethode; Unterrichtsmethode; Election; Wahl; Achievement gain; Leistungssteigerung; Simulation program; Simulationsprogramm; Educational game; Lernspiel; Social system; Soziales System; Unterrichtserfolg; Educational Innovation; Bildungsinnovation
Abstract	Active learning, including in-class debates, is used in social science classrooms as a means of improving meaning and increasing understanding of complex materials. However, in-class debates do not fully satisfy all aspects of experiential learning because students do not get to experience the results of multifaceted concepts, such as strategic voting. In this article, I explore the use of an experimental voting game to teach the differences in electoral systems. Using defined payouts as policy outcomes, the results show that students who are exposed to known payoffs gained a better understanding of voting strategies under majoritarian and proportional voting schemes. Additionally, measured student outcomes in the form of a final exam showed a statistically significant difference in knowledge of voting behavior. In this way, I provide evidence that in-class experimentation can serve to complement other forms of active learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10