Beavers, S. L. (2011). Getting political science in on the joke: Using "the daily show" and other comedy to teach politics. PS: Political Science and Politics, 44(2), 415-419. DOI: 10.1017/S1049096511000266
This article investigates the pedagogical potential of political satire and argues that using this as a program in the classroom can enhance critical thinking in an introductory U.S. politics course.
Cavdar, G., & Doe, S. (2012). Learning through writing: Teaching critical thinking skills in writing assignments. PS: Political Science and Politics, 45(2), 298-306. DOI: S1049096511002137
Article reports the use of a two-part (staged) writing assignment with postscript as a strategy for improving critical thinking in a lower-division political science course.
Centellas, M. (2010). Pop culture in the classroom: "american idol," karl marx, and alexis de tocqueville. PS: Political Science and Politics, 43(3), 561-565. DOI: S1049096510000818
Discusses the use of pop culture in the classroom as a means to teach foundational political science authors and concepts. Primarily focuses on "American Idol" as a point of reference to discuss Marx and Engel's "The Communist Manifesto" and Tocqueville's "Democracy in America"
Freie, J. F. (1997). A dramaturgical approach to teaching political science. PS: Political Science and Politics, 30(4), 728-732. DOI: 10.2307/420401
Describes an approach to teaching politics that employs actions, scenes, agents, agency, and purpose to encourage students to experience and analyze political behavior.
Marks, M. P. (2008). Fostering scholarly discussion and critical thinking in the political science classroom. Journal of Political Science Education, 4(2), 205-224. DOI: 10.1080/15512160801998080
The article suggests strategies for promoting scholarly discussion and critical thinking in political science classes by emphasizing the dynamic theoretical debates and empirical investigations that are a part of the discipline of political science.
Omelicheva, M. Y. (2007). Resolved: Academic debate should be a part of political science curricula. Journal of Political Science Education, 3(2), 161-175. DOI: 10.1080/15512160701338320
Argues for incorporation of academic debate into curriculum of undergraduate courses by assessing strengths and limitations of academic debate.
Pennock, A. (2011). The case for using policy writing in undergraduate political science courses. PS: Political Science and Politics, 44(1), 141-146. DOI: S1049096510002040
Discusses the idea of assigning students policy briefs and policy memos gives them the opportunity to practice the type of writing they will perform both inside and outside of academia while still developing critical thinking skills and an understanding of the political world.