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“What´s positive about positive rights?": Students’ Everyday Understandings and the Challenges of Teaching Political Science
Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Social Sciences.
Stockholm University.
2017 (English)In: Journal of Political Science Education, ISSN 1551-2169, E-ISSN 1551-2177Article in journal (Refereed) Epub ahead of print
Abstract [en]

A review of research into teaching and learning in political science education concludes that this literature emphasizes student outcomes and "show and tell" descriptions of pedagogical interventions (Craig 2014). The present study instead aims to open the "black box" of conceptual learning in political science, illustrating the ambiguous role that everyday understandings of core concepts may play in the learning process. Starting from the conceptual change literature, we present findings on how everyday understandings influence learning regarding the concepts of "positive rights" and "anarchy," resulting in various learning difficulties. The results suggest that teaching needs to explore and explain differences in meaning between scientific and everyday understandings.

Place, publisher, year, edition, pages
Taylor & Francis, 2017.
Keyword [en]
Conceptual understanding;conceptual change;everyday knowledge, learning proceses
National Category
Social Sciences Political Science (excluding Public Administration Studies and Globalisation Studies)
Research subject
Political Science
Identifiers
URN: urn:nbn:se:ltu:diva-66565DOI: 10.1080/15512169.2017.1370378OAI: oai:DiVA.org:ltu-66565DiVA: diva2:1160374
Funder
Swedish Research Council, (2011-5991)
Available from: 2017-11-27 Created: 2017-11-27 Last updated: 2017-12-14

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  • apa
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  • de-DE
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  • nn-NB
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  • Other locale
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Output format
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  • asciidoc
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