Abstract
ABSTRACT Debates about how best to support students’ transition from school to university have re-emerged periodically since at least the 1970s. This paper focuses upon one aspect of this transition: how to develop the quantitative skills students acquire at school throughout the first year of their degree. We report on an attempt to inject pedagogic innovation into the teaching of quantitative methods to first-year geography undergraduates at a large Russell Group university in the UK. More specifically, we report on moving to a pedagogic approach of student-centred, inquiry-based learning, which uses quantitative methods to investigate the issue of air pollution. We explore whether “statistical anxiety” is still a common experience of undergraduate geographers and the extent to which pedagogical innovation can help to alleviate this. Although the focus is on UK Geography, the paper has wider relevance to anywhere geographical research methods are taught.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.