Effects of a Legislative Simulation Game on the Political Attitudes of Junior High School Students.

Autor/in	Livingston, Samuel A.
Institution	Johns Hopkins Univ., Baltimore, MD. Center for the Study of Social Organization of Schools.
Titel	Effects of a Legislative Simulation Game on the Political Attitudes of Junior High School Students.
Quelle	(1971), (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Class Activities; Curriculum Research; Democracy; Educational Games; Junior High School Students; Political Attitudes; Political Science; Political Socialization; Secondary Education; Simulation; Social Studies + Suchen Sie Ihr Suchwort? Curriculum; Research; Curriculumreform; Lehrplan; Forschung; Demokratie; Educational game; Lernspiel; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Political attitude; Politische Einstellung; Staatslehre; Politikwissenschaft; Politische Wissenschaft; Politische Sozialisation; Sekundarbereich; Simulation program; Simulationsprogramm; Gemeinschaftskunde
Abstract	This report, prepared by the Academic Games program of the Center, investigates the effects of the game Democracy on the political attitudes of junior high school students through two studies. The game focuses on the process of log-rolling, which the players, assuming the role of congressmen, quickly discover to be the most effective way to satisfy their simulated constituencies. Both studies were designed to test the same four hypotheses: 1) playing Democracy will cause students to be less disapproving of congressional log-rolling; 2) playing the game will increase students' feelings of political efficacy; 3) playing Democracy will increase the students' interest in politics and the legislative process; and, 4) the previously mentioned changes in attitude will be positively correlated with understanding of the game. The subjects were 8th and 9th grade students from neighboring schools near Baltimore. Measurement instruments were the same for the two studies. The results of both studies clearly support the first hypothesis. The results for the second hypothesis were not so clear--in both studies the differences are in the projected direction, but in one study they are not statistically significant. The third hypothesis is not supported. And finally, attitude change was not positively correlated with understanding of the game. (Author/JLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC