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‘A Picture Is Worth 10,000 Words’: A Module to Test the ‘Visualization Hypothesis’ in Quantitative Methods Teaching

Paola Signoretta, John Martyn Chamberlain, John Hillier, Marty Chamberlain Orcid Logo

Enhancing Learning in the Social Sciences, Volume: 6, Issue: 2, Pages: 90 - 104

Swansea University Author: Marty Chamberlain Orcid Logo

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DOI (Published version): 10.11120/elss.2014.00029

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 lea...

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Published in: Enhancing Learning in the Social Sciences
ISSN: 1756-848X
Published: 2014
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URI: https://cronfa.swan.ac.uk/Record/cronfa29708
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spelling 2017-05-10T18:05:58.4189695 v2 29708 2016-09-02 ‘A Picture Is Worth 10,000 Words’: A Module to Test the ‘Visualization Hypothesis’ in Quantitative Methods Teaching 98bbc13e72a7ce4126a562a668e50144 0000-0001-6067-6561 Marty Chamberlain Marty Chamberlain true false 2016-09-02 CRIM 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 hypothesisgeneration 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. Journal Article Enhancing Learning in the Social Sciences 6 2 90 104 1756-848X Quantitative methods, statistics, visualization, teaching, Geographic 1 6 2014 2014-06-01 10.11120/elss.2014.00029 http://www.tandfonline.com/loi/rhep16 COLLEGE NANME Criminology COLLEGE CODE CRIM Swansea University 2017-05-10T18:05:58.4189695 2016-09-02T17:21:15.0833615 Faculty of Humanities and Social Sciences Hilary Rodham Clinton School of Law Paola Signoretta 1 John Martyn Chamberlain 2 John Hillier 3 Marty Chamberlain 0000-0001-6067-6561 4 0029708-10052017092455.pdf LoughboroughELiSSFinalVersion.pdf 2017-05-10T09:24:55.7100000 Output 381443 application/pdf Accepted Manuscript true 2017-05-10T00:00:00.0000000 true eng
title ‘A Picture Is Worth 10,000 Words’: A Module to Test the ‘Visualization Hypothesis’ in Quantitative Methods Teaching
spellingShingle ‘A Picture Is Worth 10,000 Words’: A Module to Test the ‘Visualization Hypothesis’ in Quantitative Methods Teaching
Marty Chamberlain
title_short ‘A Picture Is Worth 10,000 Words’: A Module to Test the ‘Visualization Hypothesis’ in Quantitative Methods Teaching
title_full ‘A Picture Is Worth 10,000 Words’: A Module to Test the ‘Visualization Hypothesis’ in Quantitative Methods Teaching
title_fullStr ‘A Picture Is Worth 10,000 Words’: A Module to Test the ‘Visualization Hypothesis’ in Quantitative Methods Teaching
title_full_unstemmed ‘A Picture Is Worth 10,000 Words’: A Module to Test the ‘Visualization Hypothesis’ in Quantitative Methods Teaching
title_sort ‘A Picture Is Worth 10,000 Words’: A Module to Test the ‘Visualization Hypothesis’ in Quantitative Methods Teaching
author_id_str_mv 98bbc13e72a7ce4126a562a668e50144
author_id_fullname_str_mv 98bbc13e72a7ce4126a562a668e50144_***_Marty Chamberlain
author Marty Chamberlain
author2 Paola Signoretta
John Martyn Chamberlain
John Hillier
Marty Chamberlain
format Journal article
container_title Enhancing Learning in the Social Sciences
container_volume 6
container_issue 2
container_start_page 90
publishDate 2014
institution Swansea University
issn 1756-848X
doi_str_mv 10.11120/elss.2014.00029
college_str Faculty of Humanities and Social Sciences
hierarchytype
hierarchy_top_id facultyofhumanitiesandsocialsciences
hierarchy_top_title Faculty of Humanities and Social Sciences
hierarchy_parent_id facultyofhumanitiesandsocialsciences
hierarchy_parent_title Faculty of Humanities and Social Sciences
department_str Hilary Rodham Clinton School of Law{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}Hilary Rodham Clinton School of Law
url http://www.tandfonline.com/loi/rhep16
document_store_str 1
active_str 0
description 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 hypothesisgeneration 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.
published_date 2014-06-01T03:36:09Z
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score 11.01628

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