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Zombies, Gender, and Student Active Learning

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Bibliographic Details
Title: Zombies, Gender, and Student Active Learning
Language: English
Authors: Hunt, Kate
Source: Journal of Political Science Education. 2019 15(1):49-63.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 15
Publication Date: 2019
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Undergraduate Students, Active Learning, Popular Culture, Political Science, International Organizations, Simulation, Gender Issues, Gender Bias, Gender Differences, Learner Engagement, Teaching Methods, Student Attitudes
DOI: 10.1080/15512169.2018.1487303
ISSN: 1551-2169
Abstract: While the use of active learning exercises and the incorporation of popular culture in the classroom have increased in recent years, the study of potential gendered effects on learning and engagement when it comes to these practices has been limited. In this study, data are collected from international politics courses using a zombie outbreak as the theme for a United Nations simulation to explore whether there are unintentional gendered outcomes from these activities. Contrary to expectations of previous literature, no statistical differences manifest between men and women in enjoyment and learning when using zombie themes in active learning.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1209912
Database: ERIC
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Description
Abstract:While the use of active learning exercises and the incorporation of popular culture in the classroom have increased in recent years, the study of potential gendered effects on learning and engagement when it comes to these practices has been limited. In this study, data are collected from international politics courses using a zombie outbreak as the theme for a United Nations simulation to explore whether there are unintentional gendered outcomes from these activities. Contrary to expectations of previous literature, no statistical differences manifest between men and women in enjoyment and learning when using zombie themes in active learning.
ISSN:1551-2169
DOI:10.1080/15512169.2018.1487303