Anthropogenic Emissions or Just a Lot of Hot Air? Using Air Pollution to Teach Quantitative Methods to "Mathophobic" First-Year Geography Students

Autor/inn/en	Copeland, Alison; Tate, Simon
Titel	Anthropogenic Emissions or Just a Lot of Hot Air? Using Air Pollution to Teach Quantitative Methods to "Mathophobic" First-Year Geography Students
Quelle	In: Journal of Geography in Higher Education, 47 (2023) 3, S.369-380 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Copeland, Alison)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-8265
DOI	10.1080/03098265.2022.2045576
Schlagwörter	Pollution; Statistical Analysis; Mathematics Anxiety; Geography Instruction; College Freshmen; Mathematics Skills; Foreign Countries; Instructional Innovation; Student Centered Learning; Inquiry; Active Learning; Problem Solving; United Kingdom + Suchen Sie Ihr Suchwort? Schadstoffbelastung; Statistische Analyse; Geography education; Geography lessons; Geografieunterricht; Studienanfänger; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Ausland; Educational Innovation; Bildungsinnovation; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Aktives Lernen; Problemlösen; Großbritannien
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01