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Active Learning in Comparative Politics: A Mock German Election and Coalition-Formation Simulation

Published online by Cambridge University Press:  16 May 2002

Stephen M. Shellman
Stephen M. Shellman
Affiliation:
Doctoral candidate in political science at Florida State University, where he teaches and assists with courses in comparative politics, international relations, and research methods. His primary research interests focus on international and intra-national conflict, forced migration, political development, and political methodology. His dissertation examines the interaction of state repression and political dissent in Third World societies. He has a B.A. from the University of Georgia and an M.S. from Florida State.
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Extract

Instructors constantly encourage students to learn and process information. Brock and Cameron assert, “Individuals process information, learn concepts, and solve problems in different ways” (1999, 251). Some students learn by listening, others learn by taking notes, more learn by seeing, and still others learn by doing and saying. Yet in many college class-rooms, the dominant teaching method is the traditional lecture. While lecturing may be a necessary teaching technique, it is often insufficient for teaching a large number of students with varying learning preferences.

Type
Research Article
Information
PS: Political Science & Politics , Volume 34 , Issue 4 , October 2001 , pp. 827 - 834
Copyright
© 2001 by the American Political Science Association

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Footnotes

*I would like to thank Georg Vanberg, Lanny Martin, and anonymous reviewers for their useful comments and suggestions.