Learning Statistics by Doing Sociology : Applying Inquiry-Based Learning in Undergraduate Methods Courses

Malte  Grönemann

doi:10.11588/hint.2024.1.108590

Learning Statistics by Doing Sociology

Applying Inquiry-Based Learning in Undergraduate Methods Courses

Malte Grönemann (Author)

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Identifiers (Article)

DOI: https://doi.org/10.11588/hint.2024.1.108590

Abstract

This article presents a teaching concept for two statistics courses in a Sociology B.A. program based on the concept of research-based teaching and learning. At the heart of these courses are practical exercises and homework assignments in which students use actual data to answer consecutive questions on income inequality. The main objectives of this approach are to motivate students, to highlight the importance of statistics and data analysis for sociologists, to improve their programming skills, and to train statistical and sociological thinking. Empirical results indicate that implementing this approach achieved the first two objectives but requires adjustments to further enhance students’ programming and higher-order thinking skills.

Statistics

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