Non‐Sadistical Methods for Teaching Statistics

Field, Andy P.

doi:10.1002/9781444320732.ch6

Cited by 10 publications

(7 citation statements)

References 47 publications

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“…The research methods (RM) course holds a prominent position in the undergraduate psychology curriculum in the United States (Dunn et al, 2010;Roberts, 2016) and around the world (Field, 2010;Sümer, 2016). To a large extent, this is because it focuses on a critical learning outcome in psychology.…”

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confidence: 99%

A National Survey of Teaching and Learning Research Methods: Important Concepts and Faculty and Student Perspectives

Gurung

Stoa

2020

Teaching of Psychology

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In this study, we assessed instructor and student attitudes and knowledge toward research methods (RM). Instructors ( N = 62) answered questions about course format, topic importance, and resources. Students ( N = 166) of some of those instructors answered questions regarding attitudes toward research. Five major factors organize topics that instructors find most important. Only ratings of statistics importance varied by rank. Associate and full professors rated statistics as being more important than other instructors. There were significant relationships between attitudes toward and knowledge of RM together with the higher perceived utility of some course components. Requiring students to conduct their own research was not a significant predictor of attitudes or RM knowledge.

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confidence: 99%

A National Survey of Teaching and Learning Research Methods: Important Concepts and Faculty and Student Perspectives

Gurung

Stoa

2020

Teaching of Psychology

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“…This is particularly encouraging, given the widespread prevalence of statistics anxiety among university students (e.g. [ 87 ]). The potential for this type of pedagogic approach to mitigate such anxieties and to build students' confidence in analysing quantitative data merits further research.…”

Section: Open and Reproducible Scholarship And Students' Scientific L...mentioning

confidence: 98%

Teaching open and reproducible scholarship: a critical review of the evidence base for current pedagogical methods and their outcomes

et al. 2023

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In recent years, the scientific community has called for improvements in the credibility, robustness and reproducibility of research, characterized by increased interest and promotion of open and transparent research practices. While progress has been positive, there is a lack of consideration about how this approach can be embedded into undergraduate and postgraduate research training. Specifically, a critical overview of the literature which investigates how integrating open and reproducible science may influence student outcomes is needed. In this paper, we provide the first critical review of literature surrounding the integration of open and reproducible scholarship into teaching and learning and its associated outcomes in students. Our review highlighted how embedding open and reproducible scholarship appears to be associated with (i) students' scientific literacies (i.e. students’ understanding of open research, consumption of science and the development of transferable skills); (ii) student engagement (i.e. motivation and engagement with learning, collaboration and engagement in open research) and (iii) students' attitudes towards science (i.e. trust in science and confidence in research findings). However, our review also identified a need for more robust and rigorous methods within pedagogical research, including more interventional and experimental evaluations of teaching practice. We discuss implications for teaching and learning scholarship.

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“…Nevertheless, a key curriculum question is whether embedded mathematics provides appropriate and sufficient mathematical preparation for university study. Prior to the reforms, the quantitative content in both A-level Psychology and Sociology was found to be primarily statistics, taught in the context of research methods, with the Psychology curriculum covering the content in greater depth (Field, 2014;Scott Jones & Goldring, 2014). More recent studies have similarly explored the quantitative research methods embedded within the reformed curricula for A-level Sociology (Hampton, 2018) and A-level Geography (Harris, 2020).…”

Section: Mathematics Embedded In A-level Subjectsmentioning

confidence: 99%

Mapping mathematical competences across subjects for advanced level qualifications in England

Norris

Noyes

2023

The Curriculum Journal

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Efforts to increase the number of young people in England studying mathematics post‐16 have historically focused on participation in standalone mathematics qualifications. However, following the recent A‐level reforms, many advanced level students are engaging with some form of mathematics through the mathematical content now formally embedded within other subjects. To offer a more comprehensive view of the mathematics being learned post‐16 we present a framework analysis of the subject content documents of the 19 A‐level subjects with a required quantitative component, using a recently developed framework of General Mathematical Competences (GMCs). Results are visualised as maps showing the presence of GMC sub‐competences for individual A‐level subjects and combinations of subjects. The application of the GMC framework in this new context provides a much‐needed common language for cross‐curricular discussion of the types of mathematics present in different subjects, with implications for interdisciplinary mathematics learning and curriculum alignment between post‐16 and higher education across the disciplines. In addition, the framework highlights the non‐binary nature of mathematics participation, calling into question what counts as participating in mathematics in the post‐16 phase.

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Non‐Sadistical Methods for Teaching Statistics

Cited by 10 publications

References 47 publications

A National Survey of Teaching and Learning Research Methods: Important Concepts and Faculty and Student Perspectives

A National Survey of Teaching and Learning Research Methods: Important Concepts and Faculty and Student Perspectives

Teaching open and reproducible scholarship: a critical review of the evidence base for current pedagogical methods and their outcomes

Mapping mathematical competences across subjects for advanced level qualifications in England

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