An Experiential Course for Teaching Social Science. [Report No.: SCRDT-RDM-99

Autor/inn/en	Baldridge, J. Victor; und weitere
Institution	Stanford Univ., CA. Stanford Center for Research and Development in Teaching.
Titel	An Experiential Course for Teaching Social Science. [Report No.: SCRDT-RDM-99
Quelle	(1972), (42 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Affective Objectives; Behavioral Sciences; Cognitive Objectives; Discovery Processes; Educational Improvement; Educational Innovation; Educational Philosophy; Experiential Learning; Experimental Programs; Higher Education; Induction; Instructional Improvement; Learning Activities; Learning Processes; Program Descriptions; Social Sciences; Sociology; Teaching Methods + Suchen Sie Ihr Suchwort? Kognitives Lernziel; Teaching improvement; Unterrichtsentwicklung; Instructional innovation; Bildungsinnovation; Bildungsphilosophie; Erziehungsphilosophie; Experiental learning; Erfahrungsorientiertes Lernen; Erprobungsprogramm; Hochschulbildung; Hochschulsystem; Hochschulwesen; Induktion; Induktive Methode; Unterrichtsqualität; Lernaktivität; Learning process; Lernprozess; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Soziologie; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	In an effort to put new vigor into the learning situation, an experiential approach to the teaching of social sciences in higher education is offered in this paper. The paper describes how the experiential approach is being used in an academic sociology course at Stanford which is adaptable to a wide variety of social sciences courses. Differing from the traditional directive method, the experiential approach involves several interrelated factors. First, educational philosophy stresses student motivation, peer learning, equal emphasis upon both intellectual and affective content, and shared decision making. Second, there is a body of intellectual social science content. Third, a complex battery of instructional techniques including experience teams, field activities, simulation games, experiential exercises, readings, lectures, and other media are employed. Emerging out of past experience with this type of course, practical suggestions for running a course include introducing the approach slowly with a backup of practice and planning, forming a cadre of interested people, trying a weekend retreat, finding enough space and time, providing a flexible structure, clarifying goals, understanding the professor's role, and expecting students to go through various stages in their attitudes toward the course. (SJM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01