TY - JOUR AU - CAULFIELD, SUSAN AU - Pesell, Caroline PY - 2010/04/26 Y2 - 2024/03/28 TI - TEACHING SOCIAL SCIENCE REASONING AND QUANTITATIVE LITERACY: THE ROLE OF COLLABORATIVE GROUPS JF - TRAILS: Teaching Resources and Innovations Library for Sociology JA - TRAILS VL - IS - SE - DO - UR - https://trails.asanet.org/article/view/teaching-social-science-reasoning-and-quantitative SP - AB - In this paper, we discuss ways collaborative research groups can be used andwhat students appear to learn about social science reasoning and quantitativeliteracy from such groups. Data are from field observations, pre- and postsemestersurveys in both collaborative and traditional courses, end of the semesterstudent comments, and student work on semester-long group-basedprojects. The findings illuminate teaching and learning processes, cognitiveand personal learning outcomes, and remaining challenges. Students resisthaving to work in groups, while simultaneously becoming attached to theirgroup and acknowledging its importance. In the end, many students see theimportance of both social science reasoning and quantitative skills and demonstratethe ability to articulate key components of both. Challenges that remaininclude more specific measures of particular skills, potential group conflicts,and active learning within a culture of consumerism and entitlement. ER -