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ERIC Number: EJ1153675
Record Type: Journal
Publication Date: 2017-Oct
Pages: 20
Abstractor: As Provided
ISSN: ISSN-0144-7394
Embedding Quantitative Methods by Stealth in Political Science: Developing a Pedagogy for Psephology
Gunn, Andrew
Teaching Public Administration, v35 n3 p301-320 Oct 2017
Student evaluations of quantitative methods courses in political science often reveal they are characterised by aversion, alienation and anxiety. As a solution to this problem, this paper describes a pedagogic research project with the aim of embedding quantitative methods by stealth into the first-year undergraduate curriculum. This paper describes the development and evaluation of new teaching and learning materials using active learning pedagogies. The learning activities were designed to develop introductory-level quantitative skills and create a positive first impression of quantitative methods by clearly communicating their value and relevance. The paper demonstrates how the study of psephology--electoral and polling data--can be used to embed quantitative methods within the substantive political science curriculum. This involved devising effective ways of not only teaching psephology but also recreating the experiences of 'being a psephologist' as a learning experience in a way that develops quantitative skills and embeds quantitative methods. This study illustrates how quantitative methods can be successfully embedded into the substantive curriculum and explores a range of relevant debates for pedagogical practice and curriculum design.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom
Grant or Contract Numbers: N/A