Review of Related Literature

School instruction should include active learning strategies. They urge kids to

work together with their teacher and fellow classmates. Students are involved in the

learning process through active learning strategies through exercises like structured

debates and simulations (Archer and Miller 2019). According to studies in political

science, active learning helps pupils learn more (Frederking 2020). Furthermore,

active learning improves memory retention and draws students to the field (Bonwell and

Sutherland 2021). (Shellman and Turan 2020). According to research, motivating

assignments and active learning can both foster students' ability to think critically

(Damron and Mott 2018). Although active learning strategies have benefited students,

they are rarely used in beginning political science courses (Archer and Miller 2019).

This article outlines a task that asks students to create a political meme and then write a

brief essay in which they support their meme's stance with facts. This practice exposes

students to politics outside of the normal lecture style in the classroom and can aid in

the development of the critical thinking abilities needed to successfully navigate the

current social media landscape, where incorrect information is regularly spread.

Dawkins (2020) first used the term "meme" to describe something that spreads

throughout a culture in his book The Selfish Gene. The Internet has made it possible for

content to circulate quickly from one person to another in recent years, fostering a

media climate favorable for the development of Internet memes (Borzsei 2017). "A

piece of culture, generally a joke, which gains influence through online transmission" is

the definition of an Internet meme (Davison 2021, 122). When a meme has become so

popular that its humor is no longer relevant, it is frequently  branded as dank. Ironically,
the word is also occasionally used to replace the word "cool" (Klee 2017). Internet

memes can be made in a variety of media, such as still images or videos, and the

availability of websites that make it simple for users to create them has fostered the

spread of misinformation (Borzsei 2017).

Internet memes frequently focus on current events, including individuals in

political issues even if simply for humorous purposes (Borzsei 2017). Similar to political

cartoons, they can pique a reader's interest in a manner that an article cannot

(Dougherty 2020). Although quickly disseminating a political thought or piece of

information might be advantageous, the simplicity with which Internet memes can be

created also makes it possible for incorrect information to be spread.

Critical thinking skills

There is a need for more strategies to help students improve their critical thinking

abilities. Students in college courses that prioritize memorizing struggle on critical

thinking assessments (Stein, Haynes, and Redding 2017). Although other active

learning techniques, such simulations or class discussions, can be successful, they

demand too much time and effort for larger courses. Less frequently than not, in

beginning political science courses, simulations and debates are used (Archer and

Miller 2019). Practical critical thinking exercises are required for a larger range of

classes. The political meme activity can be utilized in any size classroom, but it is more

flexible than other critical thinking activities and is especially helpful in large courses

where other activities are unworkable. It is demonstrated how the activity can aid in the

development of students' critical thinking abilities by identifying different informative

statement types and levels of intellectual activity in student political memes.

 Building arguments is crucial for the growth of critical thinking abilities, and it's

crucial for students to reflect on their own beliefs (Atwater 2018). Another goal of

education at the university that is highly regarded is the development of critical thinking

(Bok 2006). Though there are numerous definitions of critical thinking, widely

acknowledged elements include the capacity to spot fallacious arguments, hasty

generalizations, assertions that are supported by questionable sources, and assertions

that lack supporting. Understanding complicated concepts and using evidence to

support arguments are also important components of critical thinking (Moon, 2020).

Writing is essential to student learning and engaging in writing exercises can help

students strengthen their critical thinking abilities (Paul and Elder, 2007). Well-crafted

writing assignments might motivate students to question their. Students are encouraged

to create and assess informative assertions and engage in the many levels of

intellectual activity necessary for critical thinking through the political meme activity that

is detailed in this article.

References:

Archer, Candace C., and Melissa K. Miller. 2019. “Prioritizing Active Learning: An

Exploration of Gateway Courses in Political Science.” PS: Political Science &

Politics 44 (2):429–34. doi:10.1017/s1049096511000291

Atwater, Thomas. 2018. “Critical Thinking in Basic U.S. Government Classes.” PS:

Political Science & Politics 24 (2):209–11. doi:10.2307/419933

Bonwell, Charles, and Tracey E. Sutherland. 2021. “The Active Learning Continuum:

Choosing Active Learning to Engage Students in the Classroom.” New Directions

for Teaching and Learning 67:3–16.

Borzsei, Linda K. 2017. “Makes a Meme Instead: A Concise History of Internet Memes.”

New Media Studies Magazine 7.

Damron, Danny, and Jonathan Mott. 2018. “Creating an Interactive Classroom:

Enhancing Student Engagement and Learning in Political Science Courses.”

Journal of Political Science Education 1 (3):367–383.

doi:10.1080/15512160500261228

Davison, Patrick. 2021. “The Language of Internet Memes.”In The Social Media Reader,

ed. Michael Maniberg. New York: New York University Press, 120–134.
Dawkins, Richard. 2020. The Selfish Gene. Oxford, UK: Oxford University Press.

Dougherty, Beth K. 2020. “Comic Relief: Using Political Cartoons in the Classroom.”

International Studies Perspectives 3 (3):258–270. doi:10.1111/1528-

3577.00095

Frederking, Brian. 2020. “Simulations and Student Learning.” Journal of Political

Science Education 1:385–393. doi:10.1080/15512160500261236

Klee, Miles. 2017. “The Unbearable Dankness of Memes.” January 17.

https://www.dailydot.com/ unclick/dank-memes/ (May 9, 2017).

Moon, Jennifer A. 2020. Critical Thinking: An Exploration of Theory and Practice.

London: Routledge.

Paul, Richard, and Linda Elder. 2017. The Thinker’s Guide to How to Write a

Paragraph: The Art of Substantive Writing. Tomales, CA: Foundation for Critical

Thinking.

Shellman, Stephen M., and Kursad Turan. 2020. “Do Simulations Enhance Student

Learning? An Empirical Evaluation of an IR Simulation.” Journal of Political

Science Education 2:19–32. doi:10.1080/15512160500484168

Stein, Barry, Ada Haynes, and Michael Redding. 2017. “Assessing Critical Thinking in

STEM and Beyond.”In Innovations in E-Learning, Instruction Technology,

Assessment, and Engineering Education, ed. Magued Iskander. Dordrecht, The

Netherlands: Springer, 79–82.