Teaching Party Systems: A Culinary Demonstration

Autor/in	Audette, Andre P.
Titel	Teaching Party Systems: A Culinary Demonstration
Quelle	In: Journal of Political Science Education, 15 (2019) 1, S.112-119 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1551-2169
DOI	10.1080/15512169.2018.1463852
Schlagwörter	Political Science; Teaching Methods; Political Attitudes; Social Systems; Political Candidates; Voting; Undergraduate Students; Food; Social Theories; Concept Formation; Elections; Active Learning; Lecture Method; Student Attitudes; Instructional Effectiveness; Demonstrations (Educational) + Suchen Sie Ihr Suchwort? Staatslehre; Politikwissenschaft; Politische Wissenschaft; Teaching method; Lehrmethode; Unterrichtsmethode; Political attitude; Politische Einstellung; Social system; Soziales System; Abstimmung; Lebensmittel; Gesellschaftstheorie; Concept learning; Begriffsbildung; Election; Wahl; Aktives Lernen; Schülerverhalten; Unterrichtserfolg; Demonstrationsexperiment; Demonstrationsmodell; Demonstrationsunterricht
Abstract	Duverger's Law--the principle that first-past-the-post systems tend to promote two major political parties while proportional representation systems tend to promote multipartism--is a commonly taught topic in introductory and some upper-level political science courses across subfields. However, it also contains concepts that are difficult for undergraduate students to grasp, particularly those who are unfamiliar with other electoral systems. In partial response to these concerns, this article introduces a memorable in-class demonstration that utilizes food items to illustrate the logic behind Duverger's Law. The demonstration serves as a flexible blend between lecture-oriented and active learning techniques, and can be adapted to teach other topics--such as directional and proximity models of voting, the Median Voter Theorem, and other topics in rational choice theory. Preliminary evidence presented suggests that students enjoy the demonstration, remember the concepts, and perform better on assessments related to the topic. The article concludes by challenging political science educators to develop and share more demonstration-type activities, which are commonly used in STEM and other fields. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01