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Title: ‘A picture is worth ten thousand words’: a module to test the ‘visualization hypothesis’ in quantitative methods teaching
Authors: Signoretta, Paola
Chamberlain, J.M.
Hillier, John K.
Keywords: Quantitative methods
Statistics
Visualization
Teaching
Geographic information systems
Issue Date: 2014
Publisher: © A. Rosie, The Higher Education Academy
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.
Abstract: 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.
Description: 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
Version: Submitted for publication
DOI: 10.11120/elss.2014.00029
URI: https://dspace.lboro.ac.uk/2134/16910
Publisher Link: http://dx.doi.org/10.11120/elss.2014.00029
ISSN: 1756-848X
Appears in Collections:Published Articles (Social Sciences)

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