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“What’s Positive About Positive Rights?” Students’ Everyday Understandings and the Challenges of Teaching Political Science
Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.ORCID iD: 0000-0002-8649-4632
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 Craig, John. 2014. “What Have We Been Writing About? Patterns and Trends in the Scholarship of Teaching and Learning in Political Science.” Journal of Political Science Education 10 (1):23–36.[Taylor & Francis Online], [Google Scholar]). 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
2017.
Keyword [en]
Conceptual change, conceptual understanding, everyday knowledge, learning processes
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:su:diva-150479DOI: 10.1080/15512169.2017.1370378OAI: oai:DiVA.org:su-150479DiVA: diva2:1168217
Projects
The Climate Change Challenge. Solutions among students in economics, law and political science
Funder
Swedish Research Council, 2011-5991
Available from: 2017-12-20 Created: 2017-12-20 Last updated: 2017-12-21

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