The Secondary Consequences of Conducting Polls in Political Science Classes
A Quasi-Experimental Test
Datos Bibliográficos
| ID | 12377924 |
|---|---|
| Autores | Lloyd P Jones (autor de correspondencia), Stephen S Meinhold (0009-0002-1058-0857) |
| Año | 1999 |
| Volumen | 32 |
| Número | 3 |
| Páginas | 603-606 |
| Fecha de publicación | 1999-09-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | PS Political Science & Politics (JOURNAL) |
| Identificadores de la revista | ISSN: 1049-0965 • E-ISSN: 1537-5935 |
| Editorial | Cambridge University Press (CUP) (PUBLISHER) |
| DOI | 10.2307/420654 |
| OpenAlex | W2166154342 |
| Idioma | EN |
| Citas recibidas | 6 |
| Referencias citadas | 3 |
local community are altered by their participation as interviewers in a public opinion poll. Our results suggest that students do not benefit from this type of experience and lead us to question the use of some forms of experiential learning. We end with a call for more systematic research demonstrating the proposed benefits of experiential learning. Experiential learning is widely used in political science and other disciplines (Kendall et al. 1996). Teachers who use experiential learning in their instruction rarely doubt its efficacy and often recommend its use (see, e.g., Chesney and Feinstein 1993; McBride 1994; Seitz 1994). Students are believed to benefit in
Experiential education · Experiential learning · Mathematics education · Political science · Politics · Public opinion · Science education · Science learning · Test (biology · Communication in Education and Healthcare · Educator Training and Historical Pedagogy · Innovative Teaching Methodologies in Social Sciences · Law · Psychology
| Obras citantes distintas | 6 |
|---|---|
| Citas por año | 0,24 |
| Intervalo de citas | 2001 - 2015 (15) |
| Velocidad de citación | historical |
| Altamente citado | No |
| Tipos de cita | Neutras: 5 |