Fact or Fiction? Designing Stories for Active Learning Exercises

Autor/in	Fischer, Beth A.
Titel	Fact or Fiction? Designing Stories for Active Learning Exercises
Quelle	In: Journal of Political Science Education, 15 (2019) 2, S.179-190 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1551-2169
DOI	10.1080/15512169.2018.1447947
Schlagwörter	Active Learning; Teaching Methods; Problem Based Learning; College Students; Case Studies; Fiction; Student Attitudes; Teamwork; Communities of Practice; Skill Development; Role Playing; Simulation; Political Science; Writing (Composition) + Suchen Sie Ihr Suchwort? Aktives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Problem-based learning; Problemorientiertes Lernen; Collegestudent; Case study; Fallstudie; Case Study; Fiktion; Schülerverhalten; Community; Kompetenzentwicklung; Qualifikationsentwicklung; Rollenspiel; Simulation program; Simulationsprogramm; Staatslehre; Politikwissenschaft; Politische Wissenschaft; Schreibübung
Abstract	Stories can be employed in a variety of ways in college classrooms--such as in case studies, simulations, and problem-based learning (PBL) activities. Sometimes these stories are historically accurate, while in other instances they are fictional. What might be the benefits and challenges of using fictional narratives? This article draws upon data from student surveys and 15 years of teaching practice to consider the advantages and drawbacks of using fictional stories in PBL exercises. It finds that using fictional stories develops problem-solving and teamwork skills, promotes deep learning, enables the discussion of sensitive topics, and helps to build a community of learners. Also, the stories can be easily modified so as to meet learning objectives and enhance instructional flexibility. Moreover, the challenges of using fictional stories are manageable. Writing such narratives can be easier than imagined if professors fictionalize a case study with which they are familiar. Concerns about the acquisition of substantive knowledge can be addressed by discussing the similarities between fictional stories and real-world cases. Students report that the use of fictional narratives clarifies abstract concepts and aids in the long-term retention of course material. While this article focuses on PBL, its findings are pertinent to other forms of active learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01