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Title:The Effects of Poverty Simulation, an Experiential Learning Modality, on Students' Understanding of Life in Poverty
Author(s):Vandsburger, Etty; Duncan-Daston, Rana; Akerson, Emily; Dillon, Tom
Source:Journal of Teaching in Social Work, v30 n3 p300-316 2010. 17 pp.
Peer Reviewed:Yes
ISSN:0884-1233
Descriptors:Majors (Students), Human Services, Poverty, Economically Disadvantaged, Experiential Learning, Active Learning, Social Work, Simulation, Undergraduate Students, Critical Thinking, Measures (Individuals), Student Attitudes, Teaching Methods, Higher Education
Abstract:This research examines the impact of the Poverty Simulation Project, an experiential learning modality, on students' understanding of life in poverty. A total of 101 students representing 5 undergraduate majors in the College of Health and Human Services completed measures of critical thinking, understanding of others, and the active learning scales. Results indicate that although students did not change their thinking about the causes of poverty, they changed their perceptions about the difficulties of the daily lives of the poor, increased their ability to analyze life situations, and stimulated their further thinking about poverty. Results demonstrate that social work majors did not differ from other majors in their gains from this experience. Implications for teaching about poverty and the poor, especially as it relates to experiential learning, are discussed. (Contains 2 tables.)
Abstractor:As Provided
Number of References:42
Number of Pages:17
Publication Type:Journal Articles; Reports - Research
Availability:Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
URL:http://www.informaworld.com/openurl?genre=article&id=doi:10.1080/08841233.2010.497129
Journal Code:FEB2011
Entry Date:2011
Accession Number:EJ911078
 
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