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Databased teaching in the social sciences

✍ Scribed by John G. Kolp

Publisher
John Wiley and Sons
Year
1982
Tongue
English
Weight
912 KB
Volume
1982
Category
Article
ISSN
0271-0633

No coin nor oath required. For personal study only.

✦ Synopsis

A successful databased learning experience can only lokc place when relevant data and computational resources have been gathered and c&in skilh and knowlea& related to the use of these resources transmitted to students. The bigest problem in databased teaching is &&mining the appropriate balance between these various skills for particular classroom applications and then dcciding upon th.c most cjective &livqy mhanism.

Databased Teaching in the Social Sciences

John G. KO& Databased teaching is an approach to learning that has been utilized for years but rarely defined by either its most ardent practitioners or severest critics. It may be described as a series of classroom exercises in which the computer is employed in the secondary analysis of social data that are readily available in machine-readable form (Avedon, forthcoming). It is possible to imagine, however, that data could be collected by the students themselves, or that previously unanalyzed data could be used, or that storage and analysis could be carried out without the aid of a computer. Therefore, it is important-at least in the beginning-to define databased teaching as broadly as possible and to suggest that it is no more than a conscious effort to bring course-relevant data into the classroom so that students may examine for themselves the raw material of the particular discipline. With this as a working definition, attention can be turned to an examination of the origins of databased teaching and an attempt made to summarize what seem to be the principal objectives of this approach to teaching and learning.

Origins

It is clear that databased teaching has diverse roots that extend from many sources, including the behavioral revolution in the social sciences, the

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