Teaching Students to Engage with Evidence: An Evaluation of Structured Writing and Classroom Discussion Strategies

Autor/inn/en	Blings, Steffen; Maxey, Sarah
Titel	Teaching Students to Engage with Evidence: An Evaluation of Structured Writing and Classroom Discussion Strategies
Quelle	In: Journal of Political Science Education, 13 (2017) 1, S.15-32 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1551-2169
DOI	10.1080/15512169.2016.1168303
Schlagwörter	Teaching Methods; Evidence; Periodicals; Active Learning; Political Science; Writing Instruction; First Year Seminars; Course Descriptions; Journal Articles; Group Discussion; College Freshmen; Critical Thinking; Questionnaires; New York + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Evidenz; Periodical; Journal; Zeitschrift; Fachzeitschrift; Periodikum; Aktives Lernen; Staatslehre; Politikwissenschaft; Politische Wissenschaft; Schreibunterricht; Kursstrukturplan; Journal article; Zeitschriftenaufsatz; Gruppendiskussion; Studienanfänger; Kritisches Denken; Fragebogen
Abstract	In their transition to college, students often struggle to identify and make connections between the main arguments, evidence, and empirical findings of articles from academic journals commonly assigned on political science syllabi. Which active learning techniques are most effective for teaching students to recognize and evaluate social science evidence? To address this question, we conducted an experiment with students from two first-year writing seminars in political science. Students were randomly assigned to either an in-class writing activity or a group discussion, both of which required them to summarize an article's use of evidence. We find limited evidence that group discussions are more effective for teaching students to engage with evidence. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01