This note discusses a class activity that was developed for first-year bachelor students in sociology to understand homogamy theory. Taught in a “classical” deductive way, this theory proved to be difficult to remember and describe on the examination. Starting from inductive learning, and more specifically, (structured) inquiry-guided learning, the aim of the exercise was to transcend passive learning, making students gradually discover the different components of the theory themselves, practicing their sociological imagination. Overall, students evaluated the exercise positively, and they performed much better on the examination.

中文翻译：

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向社会学一年级学生教授同婚理论的配对练习

本笔记讨论了为社会学学士学位一年级学生开发的一项课堂活动，以了解同婚理论。该理论以“经典”演绎方式教授，被证明难以在考试中记忆和描述。从归纳学习开始，更具体地说，（结构化）探究式学习，练习的目的是超越被动学习，让学生逐渐发现理论的不同组成部分，锻炼他们的社会学想象力。总体而言，学生对练习的评价是积极的，他们在考试中的表现要好得多。