Abstract
One of the more interesting and under researched questions concerning university teaching deals with the impact courses have on students’ cognitive knowledge and attitudes. While considerable attention has been devoted to “how to” increase cognitive knowledge, there have not been many attempts to study such changes in regularly taught courses. In similar fashion, there have been a variety of attempts to study attitudinal changes, but these attempts have often been unassociated with specific teaching methodology or course design. For instance, the political socialization literature has dealt with attitude formation and attitude change in college age youth, but there was little concern for the impact a specific course might have on those attitudes.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
