Handbook on Teaching and Learning in Political Science and International Relations
Show Less

Handbook on Teaching and Learning in Political Science and International Relations

Edited by John Ishiyama, William J. Miller and Eszter Simon

With a focus on providing concrete teaching strategies for scholars, the Handbook on Teaching and Learning in Political Science and International Relations blends both theory and practice in an accessible and clear manner. In an effort to help faculty excel as classroom teachers, the expert contributors offer representation from various types of institutions located throughout the world. Split into three distinct parts, this book discusses curriculum and course design, teaching subject areas and in class teaching techniques.
Buy Book in Print
Show Summary Details

Chapter 37: Getting students to talk: best practices in promoting student discussion

Michael P. Marks

Extract

This chapter is based on the simple premise that students often learn best through active participation facilitated through classroom discussion. Although lectures and instructor-led lessons play an important role in imparting analytical concepts and empirical facts, the passive assimilation of information does not provide a complete learning experience. Moreover, despite the fact that most instructors are aware of the benefits of engaged student discussion, encouraging active participation can be difficult especially when the benefits of passive learning through such means as massive open online classes have been touted as a partial solution to the problem of access to higher education. Instructors can benefit from maintaining a toolkit of practices that promote student discussion with the aim of reinforcing course concepts through active learning (Meyers and Jones 1993). Student discussion is useful in a variety of disciplines but is arguably more essential in the social sciences and humanities than in the physical and natural sciences. Although students certainly can benefit from collaboration and group learning in science classes, critical discussion of analytical concepts and theoretical claims in the humanities and social sciences is an integral element in advancing knowledge even at the undergraduate level (Kramer and Korn 1999).

You are not authenticated to view the full text of this chapter or article.

Elgaronline requires a subscription or purchase to access the full text of books or journals. Please login through your library system or with your personal username and password on the homepage.

Non-subscribers can freely search the site, view abstracts/ extracts and download selected front matter and introductory chapters for personal use.

Your library may not have purchased all subject areas. If you are authenticated and think you should have access to this title, please contact your librarian.


Further information

or login to access all content.