Is It Better to Be Feared Than Loved? Investigating the Efficacy of Different Teaching Methods on the Learning of Specific Content
Bibliographic Data
| ID | 12378224 |
|---|---|
| Authors | Robert P Amyot (Hastings College, corresponding author) |
| Year | 2014 |
| Volume | 47 |
| Issue | 4 |
| Pages | 855-861 |
| Publication date | 2014-10-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | PS Political Science & Politics (JOURNAL) |
| Journal identifiers | ISSN: 1049-0965 • E-ISSN: 1537-5935 |
| Publisher | Cambridge University Press (CUP) (PUBLISHER) |
| DOI | 10.1017/s1049096514001176 |
| OpenAlex | W2321810902 |
| Language | EN |
| Citations received | 1 |
| References cited | 8 |
The use and efficacy of problem-based learning (PBL) exercises during single class periods, especially in political science courses, have largely been unstudied. This article explores the ability of a PBL exercise to provide better learning outcomes than a standard lecture-discussion presentation on a particular topic in an introductory political science course. The author finds that the PBL approach, as a one-time pedagogical exercise, is not more effective at producing learning. In exploring the data, however, the author finds that differences in course structure and methods of learning assessment can have a larger impact on learning outcomes than specific teaching techniques
Class (philosophy · Mathematics education · Pedagogy · Political science · Politics · Presentation (obstetrics · Computer Science · Innovative Teaching Methodologies in Social Sciences · Medicine · Psychology · Artificial Intelligence
| Unique citing works | 1 |
|---|---|
| Citations per year | 0,17 |
| Citation span | 2020 - 2020 (1) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 1 |