Enhancing Learning in the Social Sciences最新文献

Assessing the Impact of an Industry-Centred Activity on Student Learning 评估以工业为中心的活动对学生学习的影响

Enhancing Learning in the Social Sciences Pub Date : 2014-07-29 DOI: 10.11120/ELSS.2014.00036

L. Strachan

引用次数: 1

Making it Work: Widening Participation in Higher Education for Adults in Employment 让它发挥作用:扩大成年人在就业中的高等教育参与

Enhancing Learning in the Social Sciences Pub Date : 2014-07-29 DOI: 10.11120/ELSS.2014.00037

Kirsten Merrill-Glover, K. Edwards

引用次数: 0

Transforming Pedagogy and Experience through e-Learning in Teacher Education 通过教师教育中的电子学习转变教学方法和经验

Enhancing Learning in the Social Sciences Pub Date : 2014-07-29 DOI: 10.11120/ELSS.2014.00032

Sara Hattersley

引用次数: 0

Introducing the Complete Case Study into an Australian Undergraduate Sociology Major 将完整案例研究引入澳大利亚社会学本科专业

Enhancing Learning in the Social Sciences Pub Date : 2014-07-22 DOI: 10.11120/ELSS.2014.00034

Brenton J. Prosser, A. Greig, Shanti Sumartojo

引用次数: 0

Geographers Count: A Report on Quantitative Methods in Geography 地理学家计数:地理学定量方法研究报告

Enhancing Learning in the Social Sciences Pub Date : 2014-07-01 DOI: 10.11120/elss.2014.00035

Richard Harris, T. Nicholas, C. Souch, A. Singleton, S. Orford, C. Keylock, C. Jarvis, C. Brunsdon

{"title":"Geographers Count: A Report on Quantitative Methods in Geography","authors":"Richard Harris, T. Nicholas, C. Souch, A. Singleton, S. Orford, C. Keylock, C. Jarvis, C. Brunsdon","doi":"10.11120/elss.2014.00035","DOIUrl":"https://doi.org/10.11120/elss.2014.00035","url":null,"abstract":"Abstract This report is drawn from a project funded to better support the teachers of quantitative methods in UK social science. In it we identify the types of quantitative methods taught in the geography curricula for UK schools and universities, and discuss attitudes towards those methods amongst students and teachers. We argue that geography has benefitted from its position at the intersection of the sciences, social sciences and humanities, retaining a quantitative component. Consequently, levels of basic numeracy and data handling have remained relatively high, leaving the discipline well placed to respond to the call for greater quantitative training within the social sciences in the UK. However, we also suspect that the typical levels of quantitative training in university human geography courses are not sufficiently high to compete on the international stage. As the title suggests, our report is focused on geography. However we raise issues germane to other disciplines including what actually we mean by quantitative methods, what should be taught in a twenty-first century curriculum, how to meaningfully embed those methods in the substantive themes and teaching of a discipline, and whether more should be expected as a minimum standard of quantitative competence than the existing Quality Assurance Agency benchmarks require.","PeriodicalId":147930,"journal":{"name":"Enhancing Learning in the Social Sciences","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132585184","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 9

Playing with Numbers: Using Top Trumps as an Ice-Breaker and Introduction to Quantitative Methods 玩数字:用王牌破冰和定量方法入门

Enhancing Learning in the Social Sciences Pub Date : 2014-07-01 DOI: 10.11120/elss.2014.00030

R. Cohen

引用次数: 1

Convincing Students? Quantitative Junkies, Avoiders and Converts on a Cross-Disciplinary Course Using Quantitative Narratives 令人信服的学生吗?定量迷、回避者和转换者:运用定量叙述的跨学科课程

Enhancing Learning in the Social Sciences Pub Date : 2014-07-01 DOI: 10.11120/elss.2014.00039

Lizzi O. Milligan, Jo Rose, Rich Harris.

{"title":"Convincing Students? Quantitative Junkies, Avoiders and Converts on a Cross-Disciplinary Course Using Quantitative Narratives","authors":"Lizzi O. Milligan, Jo Rose, Rich Harris.","doi":"10.11120/elss.2014.00039","DOIUrl":"https://doi.org/10.11120/elss.2014.00039","url":null,"abstract":"Abstract Amidst growing concern about the shortage of social science undergraduate students with even basic quantitative methods skills, student apprehension is recognised as a barrier to learning quantitative methods. A recent ESRC-funded project has sought to overcome such fear and anxiety through the design of a cross-disciplinary social sciences unit for first-year undergraduates. The unit aimed to capture students’ imaginations by the use of ‘quantitative narratives’ – descriptions of current social issues or controversies that allow quantitative concepts to be introduced in a contextualised way. This paper presents findings from the qualitative evaluation of the unit. It considers the attitudes and experiences of students who covered a spectrum of social science subjects, self-cited levels of confidence and prior experience of statistics. A typology of students taking the course is presented, revealing the challenge of meeting the needs of all students. Conclusions consider the implications of this evaluation both for the development of quantitative methods curricula and wider considerations for cross-disciplinary teaching in higher education.","PeriodicalId":147930,"journal":{"name":"Enhancing Learning in the Social Sciences","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126442308","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

Surveys, Statisticians and Sociology: A History of (a Lack of) Quantitative Methods 调查、统计学家和社会学:定量方法的历史(缺乏)

Enhancing Learning in the Social Sciences Pub Date : 2014-07-01 DOI: 10.11120/elss.2014.00028

G. Payne

{"title":"Surveys, Statisticians and Sociology: A History of (a Lack of) Quantitative Methods","authors":"G. Payne","doi":"10.11120/elss.2014.00028","DOIUrl":"https://doi.org/10.11120/elss.2014.00028","url":null,"abstract":"Abstract While respecting the intellectual rigour of social constructionism, it is problematic that much of current UK sociology remains fixed in a qualitative research methods fugue. Despite programmes like Q-Step and its ESRC predecessors challenging this narrow approach, most sociologists are trapped by their lack of numeracy, projecting it onto new generations of undergraduates and new entrants to the profession. However, to explain why this situation has arisen, and why an innovatory programme like Q-Step cannot on its own neatly solve all of our difficulties, needs a better understanding of the discipline’s history and the social context which determines the form that sociology takes. This article seeks to demonstrate how the framework of higher education social institutions has shaped sociology’s evolution before, during, and since the ‘great expansion’ of the discipline in the 1960s, from a tiny cadre to a substantial professional group. The rapidity of growth from small beginnings is emphasized, when the initial teaching of ‘social research methods’ actually consisted almost exclusively of mathematical statistics and survey methods, often taught by non-sociologists. This turned new generations of young sociologists against quantitative methods, leaving them open to the attractions of new intellectual schools like social constructionism and feminism. Whilst acknowledging other contributory causes, such as the cost of survey research, this review of early sociology’s approach to research methods prompts the lesson that today’s Q-Step and similar reforms should aim to assist the great majority of undergraduates to acquire quantitative skills, rather than producing a small number of statistical experts.","PeriodicalId":147930,"journal":{"name":"Enhancing Learning in the Social Sciences","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129350189","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 12

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

Enhancing Learning in the Social Sciences Pub Date : 2014-07-01 DOI: 10.11120/elss.2014.00033

K. Bullock, R. Meadows, I. brunton-smith

引用次数: 1

Doing it your way: The Variation in, and Importance of, Personal Style in Teaching Quantitative Methods for University Social Science Students 按自己的方式去做:大学社会科学专业学生定量方法教学中个人风格的变化与重要性

Enhancing Learning in the Social Sciences Pub Date : 2014-07-01 DOI: 10.11120/elss.2014.00031

S. Fisher, N. Brimblecombe

引用次数: 1