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Teaching and Learning Analytical Skills in Political Science

Analytic
Education
Higher Education
P365
Selma Bendjaballah
Sciences Po Paris
Virginie Van Ingelgom
Université catholique de Louvain
Virginie Van Ingelgom
Université catholique de Louvain
Advances in Teaching and Learning in Higher Education

Friday 09:00 - 10:40 (08/09/2017)

Building: BL07 P.A. Munchs hus Floor: 1 Room: PAM SEM4

Abstract

In their activity, academics in political sciences have to familiarize students with analysing data. Students have to develop analytical capacities, so that they are able to distil large and complex amounts of information concerning specific events and fieldworks into persuasive arguments. This is a complex challenge for academics, especially when they are not familiar with the (sub)discipline and/or fieldwork students are specialized in. This is mostly a challenge since political science is a heterogeneous discipline both methodologically (qualitative approaches; quantitative tools; mixed methods) and substantively (political sociology, public policy, electoral politics, etc) This panel intends to initiate a discussion among political science teachers on „what is learning analysing data?“ and „how to facilitate student learning to analyse data?“. First, what is learning analysing data? This issue may seem evident, but consensus is far from being reached among political scientists depending on their background or their specialization. The term „analysis“ also covers a wide range of definitions. Does it mean helping students distinguish incidental facts from crucial data? Or does it imply providing students with essential theories of their subfield? Alternately, does it include helping students to defend their own arguments and to present alternatives? Secondly, how to facilitate student learning to analyse data? What are the most effective methods teachers can use? Can qualitative and quantitative approaches be effectively combined? What is the role of databanks, platforms or secondary analysis? etc. To address these and related questions, the panel invites political science teachers from various teaching contexts to contribute with papers describing their approaches and pedagogic experience. Contributions from academics using less frequently used methods are particularly welcome
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