Practicing Social Movement Theory in Case Study Groups

Autor/in	Ormrod, James S.
Titel	Practicing Social Movement Theory in Case Study Groups
Quelle	In: Teaching Sociology, 39 (2011) 2, S.190-199 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0092-055X
DOI	10.1177/0092055X11401566
Schlagwörter	Foreign Countries; Case Studies; Cooperative Learning; Teaching Methods; Theory Practice Relationship; Group Behavior; Social Change; Social Theories; Undergraduate Students; Learning Theories; Student Participation; Relevance (Education); Learner Engagement; Case Method (Teaching Technique); United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Case study; Fallstudie; Case Study; Kooperatives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Theorie-Praxis-Beziehung; Gruppenverhalten; Sozialer Wandel; Gesellschaftstheorie; Learning theory; Lerntheorie; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Relevance; Relevanz; Case method; Fallmethode; Großbritannien
Abstract	This article evaluates the use of a "case study group" method for teaching social movement theory. The aim was to give students the opportunity to practice theorizing actively rather than simply learning theory passively. The method provides this by requiring students to undertake case studies on social movements of their choice for the duration of the course, to complete tasks that require them to apply different theoretical ideas and concepts to these case studies, and then to discuss this process in small supportive groups of their peers. In line with existing literature, student evaluations identified four major benefits to learning in this way: forcing active participation, working collaboratively, being able to "practice" ideas, and developing a better understanding of theory through its application to "the real world." (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10