ERIC Number: EJ1165279
Record Type: Journal
Publication Date: 2018
Abstractor: As Provided
Beyond Polls: Using Science and Student Data to Stimulate Learning
Loepp, Eric D.
Journal of Political Science Education, v14 n1 p17-41 2018
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.
Descriptors: 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
Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Authoring Institution: N/A