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Lookup NU author(s): Dr Alison Copeland,
Professor Simon TateORCiD
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© 2022 Informa UK Limited, trading as Taylor & Francis Group. 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.
Author(s): Copeland A, Tate S
Publication type: Article
Publication status: Published
Journal: Journal of Geography in Higher Education
Pages: Epub ahead of print
Online publication date: 24/02/2022
Acceptance date: 19/02/2022
ISSN (print): 0309-8265
ISSN (electronic): 1466-1845
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