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ERIC Number: EJ1130515
Record Type: Journal
Publication Date: 2017
Pages: 18
Abstractor: As Provided
ISSN: ISSN-1551-2169
Teaching Students to Engage with Evidence: An Evaluation of Structured Writing and Classroom Discussion Strategies
Blings, Steffen; Maxey, Sarah
Journal of Political Science Education, v13 n1 p15-32 2017
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.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York
Grant or Contract Numbers: N/A