Student Perceptions of a Role-Playing Simulation in an Introductory International Relations Course

Autor/inn/en	Giovanello, Sean P.; Kirk, Jason A.; Kromer, Mileah K.
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10