Beyond Polls: Using Science and Student Data to Stimulate Learning

Autor/in	Loepp, Eric D.
Titel	Beyond Polls: Using Science and Student Data to Stimulate Learning
Quelle	In: Journal of Political Science Education, 14 (2018) 1, S.17-41 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1551-2169
DOI	10.1080/15512169.2017.1359094
Schlagwörter	Political Science; Teaching Methods; Interaction; Data Collection; Surveys; Data Analysis; Case Studies; Feedback (Response); Student Surveys; Student Attitudes; Program Effectiveness; Information Utilization; Ethnography; United States Government (Course); Higher Education; Political Issues; Student Participation; Social Sciences; Summative Evaluation; Program Evaluation + Suchen Sie Ihr Suchwort? Staatslehre; Politikwissenschaft; Politische Wissenschaft; Teaching method; Lehrmethode; Unterrichtsmethode; Interaktion; Data capture; Datensammlung; Survey; Umfrage; Befragung; Auswertung; Case study; Fallstudie; Case Study; Schülerbefragung; Schülerverhalten; Informationsnutzung; Ethnografie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Politischer Faktor; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Programme evaluation; Programmevaluation
Abstract	In an effort to promote learning in classrooms, political science instructors are increasingly turning to interactive teaching strategies--experiments, simulations, etc.--that supplement traditional lecture formats. In this article, I advocate the use of student-generated data as a powerful teaching tool that can be used in a variety of ways to support learning. The "data-driven classroom" is one in which original student data are collected via survey at the beginning of the course and the results presented throughout the term. Examples and case studies across multiple courses and classroom settings are used to illustrate how the method may be applied in practice. Feedback from student assessment surveys reveals strong support for the method, even among nonmajors. The article concludes with recommendations for instructors interested in creating more data-driven classrooms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01