Interactive Teaching of Key Social Science Concepts Leanne C. Powner University of Michigan APSA TLC, Feb 2006

Science in the Social Sciences: The Perils of Unobservables When we can’t observe our variables directly, we must look for observable effects. When we can’t observe our variables directly, we must look for observable effects. –Power? –Political culture? –Globalization? Some have few directly observable effects. Some have few directly observable effects.

Simulating Unobservables Dollar-store objects in opaque fabric bags can simulate unobservables. Dollar-store objects in opaque fabric bags can simulate unobservables. –Ask students to theorize about the object without touching the bag. –Allow students to explore the object without opening the bag and ask them to characterize the object as much as possible. What is it? What is it used for? What is it made of? What does it look like? What is it? What is it used for? What is it made of? What does it look like?

The Scientific Method In the process of characterizing their objects, students will complete the major steps of the scientific process: In the process of characterizing their objects, students will complete the major steps of the scientific process: –Hypothesize –Collect data –Test hypotheses –Revise hypotheses in light of conclusions Role of the group recorder Role of the group recorder

What Can Emerge? Carefully selected objects can provoke discussions of Carefully selected objects can provoke discussions of –Falsifiability –Parsimony –The role of assumptions Support on CD: Support on CD: –Complete lesson plan –Instructor guide –Student group handout

The Scientific Method in Action: Shakespeare’s Hamlet Hamlet tests his hypothesis about the cause of his father’s death. Hamlet tests his hypothesis about the cause of his father’s death. –Theory –Hypothesis: Act II, end of scene 2 –Test and Data Collection: Act III, scene 2 –Analysis –Evaluation: theory confirmed

Measurement: Comparing Apples and Oranges Ask students to compare several pieces of fruit. Ask students to compare several pieces of fruit. Organize resulting dimensions into types of scales: Organize resulting dimensions into types of scales: –Nominal –Ordinal –Interval

From Measurement to Causality Select several fruit of the same color (red, yellow, etc.). Select several fruit of the same color (red, yellow, etc.). Establish ‘measurements’ for these fruits on 3-4 dimensions (‘variables’). Establish ‘measurements’ for these fruits on 3-4 dimensions (‘variables’). –Include color as a dimension. Basic principle: you can’t explain a variable with a constant, and vice versa. Basic principle: you can’t explain a variable with a constant, and vice versa. –Can ‘yellow’ cause medium levels of sweetness, or 3.4 oz, if yellow also causes low sweetness and/or 2.6 oz?

Information Literacy: Moving Beyond Google American Library Association’s Association of College and Research Librarians American Library Association’s Association of College and Research Librarians –Law and Political Science Section: Information Literacy Research Guidelines

The ACRL’s Standards The information literate PS student… Determines the nature and extent of needed information. Determines the nature and extent of needed information. Accesses needed information effectively and efficiently. Accesses needed information effectively and efficiently. Evaluates information and its sources critically…. Evaluates information and its sources critically…. Uses information effectively to accomplish specific purposes. Uses information effectively to accomplish specific purposes. Understands ethical use of information; legal and social issues related to information access and retrieval. Understands ethical use of information; legal and social issues related to information access and retrieval.

What Sources Do I Need? Students are presented with hypothetical arguments and asked what kind of source would provide useful information. Students are presented with hypothetical arguments and asked what kind of source would provide useful information. –Encourages strategic searching: what kind of information do I want? Where is a likely place to find this? Places to look other than a blanket Google search Places to look other than a blanket Google search

Research Library Scavenger Hunt “What’s available? Where do I get it?” “What’s available? Where do I get it?” Asks students to locate particular useful sources Asks students to locate particular useful sources –Electronic sources, including databases –Primary sources –Secondary sources –Citation –Introduction to library layout, call numbers

Exploring Primary Sources “What do I do with it?” “What do I do with it?” Students rarely have experience with using primary sources Students rarely have experience with using primary sources Introduces a range of primary sources (memoirs, documents, etc.) and potential problems/biases in them Introduces a range of primary sources (memoirs, documents, etc.) and potential problems/biases in them Asks students to examine primary sources from the National Security Archive and comment on source angles Asks students to examine primary sources from the National Security Archive and comment on source angles

Facts and Evidence “What do I do with it?” part 2 “What do I do with it?” part 2 – …or, ‘why every piece of information you gathered does not belong in your term paper.’ Presents students with potential paper arguments and asks them to select which piece of information is not useful as evidence for that argument Presents students with potential paper arguments and asks them to select which piece of information is not useful as evidence for that argument

Support on CD Instructor Support Instructor Support –ACRL/LPSS Guidelines –Instructor Guide Classroom-Ready Worksheets Classroom-Ready Worksheets –Research Library Scavenger Hunt –What Source Do I Need? –Exploring Primary Sources –Facts and Evidence