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ERIC Number: EJ810901
Record Type: Journal
Publication Date: 2008-Jan
Pages: 25
Abstractor: As Provided
Reference Count: 40
ISBN: N/A
ISSN: ISSN-1551-2169
Student Learning Identities: Developing a Learning Taxonomy for the Political Science Classroom
Driver, Darrell; Jette, Kyle; Lira, Leonard
Journal of Political Science Education, v4 n1 p61-85 Jan 2008
The present article uses Q-Method to uncover, what we refer to as, learning identities in an undergraduate core political science course. The term "learning identities" is employed to highlight the self-referential quality of the learning perspectives revealed in the Q-Sorting exercise. Drawing on a set of 41 objectivist statements derived from the broad field of learning style inventories, a taxonomy of five distinct learning identities is described and discussed below. These include: Adept Learners, Traditionalists, Obliged Pupils, Apathetic Pupils, and Objective Learners. After describing these ideal-typical learner self-conceptions, the authors discuss how this knowledge can be a valuable tool for college and university political science faculty, informing such efforts as curriculum development and instructional approaches. Although learning style inventories have long been a part of the pedagogical literature, few attempts have been made to unify the varying measures of personality type, information-processing approaches, and environmental preferences into a single self-referential tool, and fewer approaches still have sought to focus such a tool specifically on the task of teaching politics at the undergraduate level. The present article seeks to contribute to the task of filling this void. (Contains 5 figures, 5 tables, and 11 notes.)
Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
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