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Autor/inn/en | Giovanello, Sean P.; Kirk, Jason A.; Kromer, Mileah K. |
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Titel | Student Perceptions of a Role-Playing Simulation in an Introductory International Relations Course |
Quelle | In: Journal of Political Science Education, 9 (2013) 2, S.197-208 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1551-2169 |
DOI | 10.1080/15512169.2013.770989 |
Schlagwörter | Role Playing; Political Science; Undergraduate Students; Student Attitudes; Instructional Effectiveness; Teaching Methods; Gender Differences; Conferences (Gatherings); International Relations; Political Issues; World Affairs; Foreign Countries; Quasiexperimental Design; Pretests Posttests; Crisis Management; Least Squares Statistics; Regression (Statistics); Student Surveys; North Carolina Rollenspiel; Staatslehre; Politikwissenschaft; Politische Wissenschaft; Schülerverhalten; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Geschlechterkonflikt; Internationale Beziehungen; Politischer Faktor; Weltpolitik; Ausland; Krisenmanagement; Regression; Regressionsanalyse; Schülerbefragung |
Abstract | An emerging assumption in undergraduate political science education is that role-playing simulations are an effective teaching tool. While previous studies have addressed the pedagogical advantages of simulations as compared to more traditional teaching techniques, less attention has been paid to student perceptions of these simulations. This study uses data collected from an introductory "International Relations" course that includes a 2-day Model United Nations Crisis Simulation. Students are given a presimulation and postsimulation survey in order to gauge the perceived educational value of classroom simulations. Do undergraduates perceive simulations to be a valuable learning tool? Do these perceptions change after they participate in a simulation? Gender, class rank, and previous interest in world politics are considered. Finally, the authors consider whether students' perceptions of the simulation experience correlate with the assumptions in the existing literature. (Contains 4 tables and 6 notes.) (As Provided). |
Anmerkungen | Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |