Model United Nations and Deep Learning: Theoretical and Professional Learning

Autor/inn/en	Engel, Susan; Pallas, Josh; Lambert, Sarah
Titel	Model United Nations and Deep Learning: Theoretical and Professional Learning
Quelle	In: Journal of Political Science Education, 13 (2017) 2, S.171-184 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1551-2169
DOI	10.1080/15512169.2016.1250644
Schlagwörter	International Organizations; Models; International Relations; Skill Development; Professional Education; Educational Theories; Learning Strategies; Educational Practices; Teaching Methods; Behavioral Objectives; Higher Education; Foreign Countries; College Students; Australia + Suchen Sie Ihr Suchwort? International organisation; International organisations; International organization; Internationale Organisation; Analogiemodell; Internationale Beziehungen; Kompetenzentwicklung; Qualifikationsentwicklung; Berufsausbildung; Educational theory; Theory of education; Bildungstheorie; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Bildungspraxis; Teaching method; Lehrmethode; Unterrichtsmethode; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Collegestudent; Australien
Abstract	This article demonstrates that the purposeful subject design, incorporating a Model United Nations (MUN), facilitated deep learning and professional skills attainment in the field of International Relations. Deep learning was promoted in subject design by linking learning objectives to Anderson and Krathwohl's (2001) four levels of knowledge or cognition: factual, conceptual, procedural, and metacognitive. Students demonstrated improvement in all four areas; however, this article focuses on outcomes in the conceptual and metacognitive realms as these were where students showed the most growth. In the conceptual realm, the subject aimed to increase students' capacity to apply international relations theories. Students tended to utilize the traditional theories of realism and liberalism; however, their explanations and applications of these theories showed deep learning. In the metacognitive realm, students were able to analyze their own negotiation styles and to explain how it influenced their approach to the Model UN, thus demonstrating strong professional skills development and metacognitive growth. Learning was enhanced by the use of open access online subject materials and online communications. The subject was designed and run in a context where simulations in teaching politics and international relations are not common. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01