Assuming Identities, Enhancing Understanding: Applying Active Learning Principles to Research Projects

Autor/in	Williams, Victoria C.
Titel	Assuming Identities, Enhancing Understanding: Applying Active Learning Principles to Research Projects
Quelle	In: Journal of Political Science Education, 2 (2006) 2, S.171-186 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1551-2169
Schlagwörter	United States History; Conflict; Active Learning; Primary Sources; Cultural Awareness; Teaching Methods; Interdisciplinary Approach; Political Issues; National Security; Role Playing; Problem Based Learning; USSR + Suchen Sie Ihr Suchwort? Konflikt; Aktives Lernen; Primärquelle; Cultural identity; Kulturelle Identität; Teaching method; Lehrmethode; Unterrichtsmethode; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Politischer Faktor; National territory; Security; Staatsgebiet; Sicherheit; Rollenspiel; Problem-based learning; Problemorientiertes Lernen
Abstract	This paper describes a pedagogical technique employed for an interdisciplinary course on Cold War America. Students had to "become" a fictional person and discuss how political and social changes during the Cold War era would have impacted that person. By doing a semester-long project that required primary source research, this "quasi-experiential" technique helped students gain a greater appreciation for Cold War culture and a more thorough understanding of the major political events of the era. (Contains 1 table and 4 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10