Targeting Conceptual Understanding: How to Improve Learning and Course Retention in Research Methods Courses

Autor/in	Combes, Nathan J.
Titel	Targeting Conceptual Understanding: How to Improve Learning and Course Retention in Research Methods Courses
Quelle	In: Journal of Political Science Education, 15 (2019) 3, S.281-298 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1551-2169
DOI	10.1080/15512169.2018.1462189
Schlagwörter	Comprehension; Concept Formation; Research Methodology; Political Science; Questioning Techniques; Recall (Psychology); Instructional Effectiveness; Teaching Methods; Metacognition; Misconceptions; Discussion (Teaching Technique); Student Improvement; Academic Persistence; Audience Response Systems; College Students; California (San Diego) + Suchen Sie Ihr Suchwort? Verstehen; Verständnis; Concept learning; Begriffsbildung; Research method; Forschungsmethode; Staatslehre; Politikwissenschaft; Politische Wissenschaft; Befragungstechnik; Fragetechnik; Abberufung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Missverständnis; Collegestudent
Abstract	In the summer of 2015, I conducted a Scholarship of Teaching and Learning (SoTL) experiment in my quantitative methods for political science class. The experiment tested if, during instruction, asking conceptual questions improved student learning more than asking recall questions. This article provides evidence that instruction with conceptual questions leads to better performance on daily quizzes, but not better performance on the course final. The teaching methods of this course led to an improved retention rate, where zero students dropped the course (in a course that historically has the highest drop rate in the major). I argue that the mechanisms that lead to these successes are higher student metacognition, an enhanced ability for the instructor to identify student misconceptions, improved class discussion, and an improved growth mindset for all students. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01