Literaturnachweis - Detailanzeige
Autor/inn/en | Hammond, Augustine; Albert, Craig Douglas |
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Titel | Learning by Experiencing: Improving Student Learning through a Model United Nations Simulation |
Quelle | In: Journal of Political Science Education, 16 (2020) 4, S.441-458 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Hammond, Augustine) ORCID (Albert, Craig Douglas) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1551-2169 |
DOI | 10.1080/15512169.2018.1548967 |
Schlagwörter | Experiential Learning; Active Learning; Simulation; Models; International Organizations; Political Science; International Relations; Instructional Effectiveness; Skill Development; Thinking Skills; Personal Autonomy; Communication Skills; Teamwork; Self Evaluation (Individuals); Gender Differences; Undergraduate Students; Public Colleges Experiental learning; Erfahrungsorientiertes Lernen; Aktives Lernen; Simulation program; Simulationsprogramm; Analogiemodell; International organisation; International organisations; International organization; Internationale Organisation; Staatslehre; Politikwissenschaft; Politische Wissenschaft; Internationale Beziehungen; Unterrichtserfolg; Kompetenzentwicklung; Qualifikationsentwicklung; Denkfähigkeit; Individuelle Autonomie; Kommunikationsstil; Geschlechterkonflikt |
Abstract | Academic institutions and programs are increasingly using experiential learning and simulations with the observation that these pedagogical devices not only facilitate knowledge but they also provide an opportunity for skills and attitudinal development. The article seeks to determine the effect of experiential learning through simulations on students' skills development. Specifically, this article examines whether participation in a Model United Nations (MUN) class affects self-reported skills development of students from a public university located in the southeastern United States. Using data from 83 students enrolled in a MUN class from 2011 to 2017, we explored whether there were statistically significant changes in students' skills--including ability to think critically, to work as a team, to solve problems, to communicate effectively, to examine personal development, and to creatively apply knowledge. Data were analyzed using dependent (paired)-samples t-test. It was found that students' self-reported skills after enrolling in the class were statistically significant higher than their self-reported skills prior to enrolling in the class with a large effect size. With this in mind, we argue that more Political Science departments should offer simulations and experiential learning devices such as the MUN to increase student success. Limitations to the study and implications for practice and future research are discussed. (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 | 2024/1/01 |