One World, Two Classrooms, "Thirteen Days": Film as an Active-Teaching and Learning Tool in Cross-National Perspective

Autor/inn/en	Inoue, Cristina Yumie Aoki; Krain, Matthew
Titel	One World, Two Classrooms, "Thirteen Days": Film as an Active-Teaching and Learning Tool in Cross-National Perspective
Quelle	In: Journal of Political Science Education, 10 (2014) 4, S.424-442 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1551-2169
DOI	10.1080/15512169.2014.947422
Schlagwörter	Films; Cross Cultural Studies; Teaching Methods; International Relations; Student Attitudes; Surveys; Foreign Policy; Decision Making; Knowledge Level; Pretests Posttests; Guidelines; Quasiexperimental Design; Foreign Countries; Active Learning; Statistical Analysis; College Students; Brazil; Ohio; United States + Suchen Sie Ihr Suchwort? Film; Cultural comparison; Kulturvergleich; Teaching method; Lehrmethode; Unterrichtsmethode; Internationale Beziehungen; Schülerverhalten; Survey; Umfrage; Befragung; Außenpolitik; Decision-making; Entscheidungsfindung; Wissensbasis; Richtlinien; Ausland; Aktives Lernen; Statistische Analyse; Collegestudent; Brasilien; USA
Abstract	This study assesses the pedagogical value of film as case material, and whether that value is affected by the different national and institutional contexts of the students engaging that text. We test whether students in two different Theories of International Relations (IR) classrooms--one in Brazil and one in the United States--demonstrated a statistically significant, different level of increased knowledge, understanding, or ability to apply theoretical frameworks to real-world cases. Students in each class cover the same theoretical approaches using the same focused readings on theories of foreign policy decision making, and then they view the same film, "Thirteen Days," to which they apply these theoretical frameworks. Using a quasi-experimental design, we use pre- and posttest surveys or "quizzes" to directly measure students' knowledge about the case and the ability to apply IR theories to it. We also measure film's utility indirectly by asking questions about students' perceptions of their own understanding of the cases, and their perceptions of the utility of film as a tool in the IR classroom on those surveys. The film selected is a U.S. film about a U.S. case, making the comparative effect of the film on Brazilian and U.S.-based students particularly interesting. (As Provided).
Anmerkungen	Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10