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‘A picture is worth ten thousand words’: a module to test the ‘visualization hypothesis’ in quantitative methods teaching

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journal contribution
posted on 06.03.2015 by Paola Signoretta, Martyn Chamberlain, John Hillier
Inadequate quantitative methods (QM) training provision for undergraduate social science students in the United Kingdom is a well-known problem. This paper reports on the design, implementation and assessment of an induction module created to test the hypothesis that visualization helps students learn key statistical concepts. The induction module is a twelve-week compulsory unit taught to first year social science students at a UK university, which they complete prior to a more traditional statistical, workshop-based QM module. A component of the induction module focuses on the use of visualization through Geographic Information Systems (GIS), to teach the process of hypothesis generation to students while they also are introduced to the basics of QM research design and univariate and bivariate forms of data analysis. Self-reflexive evaluation indicates that visualization could assist students with more advanced QM statistical skills.

History

School

  • Social Sciences

Department

  • Communication, Media, Social and Policy Studies

Published in

Enhancing Learning in the Social Sciences

Volume

6

Issue

2

Pages

1 - 15

Citation

SIGNORETTA, P., CHAMBERLAIN, J.M. and HILLIER, J.K., 2014. ‘A picture is worth ten thousand words’: a module to test the ‘visualization hypothesis’ in quantitative methods teaching. Enhancing Learning in the Social Sciences (ELiSS), 6 (2), pp. 90 - 104.

Publisher

© A. Rosie, The Higher Education Academy

Version

SMUR (Submitted Manuscript Under Review)

Publisher statement

This work is made available according to the conditions of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) licence. Full details of this licence are available at: https://creativecommons.org/licenses/by-nc-nd/4.0/

Publication date

2014

Notes

This is the pre-peer reviewed version of the following article: SIGNORETTA, P., CHAMBERLAIN, J.M. and HILLIER, J.K., 2014. ‘A picture is worth ten thousand words’: a module to test the ‘visualization hypothesis’ in quantitative methods teaching. Enhancing Learning in the Social Sciences (ELiSS), 6 (2), pp. 90 - 104, which has been published in final form at: http://dx.doi.org/10.11120/elss.2014.00029

ISSN

1756-848X

Language

en

Exports