'How Much Politics Is There'? Exploring Students' Experiences of Values and Impartiality from an Epistemic Perspective

Autor/inn/en	Ekström, Linda; Lundholm, Cecilia
Titel	'How Much Politics Is There'? Exploring Students' Experiences of Values and Impartiality from an Epistemic Perspective
Quelle	In: Journal of Political Science Education, 17 (2021), S.616-633 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1551-2169
DOI	10.1080/15512169.2020.1730863
Schlagwörter	Student Attitudes; Political Science; Teaching Methods; Epistemology; Political Attitudes; Concept Formation; Intellectual Disciplines; Knowledge Level; Values; Teacher Student Relationship; Ethics; Undergraduate Students + Suchen Sie Ihr Suchwort? Schülerverhalten; Staatslehre; Politikwissenschaft; Politische Wissenschaft; Teaching method; Lehrmethode; Unterrichtsmethode; Erkenntnistheorie; Political attitude; Politische Einstellung; Concept learning; Begriffsbildung; Geisteswissenschaften; Wissensbasis; Wertbegriff; Teacher student relationships; Lehrer-Schüler-Beziehung; Ethik
Abstract	In this article, we report findings of students' conceptions of values and impartiality in political science teaching in relation to research on epistemic beliefs. This field of research concerns students' beliefs about the nature of knowledge in different disciplines; beliefs that are central to learning disciplinary knowledge. Interviews were conducted with students after one semester of political science education, focusing on their experiences of values in teaching. Results show that students give contradicting answers regarding values and impartiality in political science teaching. They oscillate between different epistemic beliefs and they have an unclear understanding of the nature of knowledge in the discipline. Questions on the nature and limits of knowledge, therefore, need to be prioritized in political science education. If students are to become literate within their field, they need to become aware of the multiple epistemological underpinnings inherent in the discipline, and the ways these influence the discipline. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01