‘DiscoverQuants’: Integrating Quantitative Methods (QM) and Substantive Teaching for First Year Undergraduate Sociology Students

K. Bullock, R. Meadows, I. brunton-smith
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引用次数: 1

Abstract

Abstract This paper considers the rationale for, design and outputs of a project, based at the University of Surrey UK and funded by the Economic and Social Research Council (ESRC), which sought to integrate aspects of teaching substantive and Quantitative Methods (QM) teaching across first year sociology undergraduate programmes using a blended approach. The paper considers the nature of concerns regarding teaching QM within social science undergraduate programmes. It goes on to describe the rationale for this project, its design and its primary outputs. We consider a range of data related to student attitudes towards studying QM at university as well as their perspectives on the project and the implications for practice.
“发现量化者”:社会学本科一年级学生定量方法与实质教学的整合
本文考虑了一个项目的基本原理、设计和产出,该项目位于英国萨里大学,由经济和社会研究委员会(ESRC)资助,该项目试图使用混合方法整合第一年社会学本科课程的教学实质性和定量方法(QM)教学方面。本文考虑了在社会科学本科课程中教学质量管理问题的本质。它接着描述了这个项目的基本原理,它的设计和主要产出。我们考虑了一系列与学生对大学学习质量管理的态度有关的数据,以及他们对项目的看法和对实践的影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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