‘I’m not a natural mathematician’: Inquiry-based learning, constructive alignment and introductory quantitative social science

Clark, T. and Foster, L. orcid.org/0000-0003-1471-842X (2017) ‘I’m not a natural mathematician’: Inquiry-based learning, constructive alignment and introductory quantitative social science. Teaching Public Administration, 35 (3). pp. 260-279. ISSN 0144-7394

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Authors/Creators:
Copyright, Publisher and Additional Information: © 2017 SAGE Publications. This is an author-produced version of a paper accepted for publication in Teaching Public Administration. Uploaded in accordance with the publisher's self-archiving policy
Keywords: Constructive alignment; inquiry-based learning; quantitative methods; social sciences; student engagement
Dates:
  • Accepted: 18 April 2017
  • Published (online): 20 July 2017
  • Published: 2017
Institution: The University of Sheffield
Academic Units: The University of Sheffield > Faculty of Social Sciences (Sheffield) > Department of Sociological Studies (Sheffield)
Depositing User: Symplectic Sheffield
Date Deposited: 21 Apr 2017 09:26
Last Modified: 03 Oct 2017 16:29
Published Version: https://doi.org/10.1177/0144739417711219
Status: Published
Publisher: SAGE Publications
Refereed: Yes
Identification Number: https://doi.org/10.1177/0144739417711219

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