Literature Index

Displaying 2571 - 2580 of 3326

  • Teaching Statistics To Medical Doctors Through Research Methods: A Case Of Medical Education Research In Iran

    Author(s):
    Bazargan, A.
    Editors:
    Phillips, B.
    Year:
    2002
    Abstract:
    Statistics has gained recognition as an important component of many disciplines including medical and health sciences (MHS). Medical doctors and health related professionals need to understand the process of statistical investigations and be able to plan statistical inquiry in medical and health related decisions. In this respect, statistical knowledge and skills are considered as part of required competencies for medical doctors and health related professionals. Furthermore, planners and policy-makers in the MHS education institutions need to apply research-based information to maintain and improve quality of teaching-learning processes. Toward meeting the above objectives, a medical education research workshop was designed at Shaheed Beheshti University of Medical Sciences and Health Services in Iran. The workshop was developed and implemented to provide medical doctors with opportunities to get their hands on statistical investigations. In doing so, based on three types of research methods in medical education systems, statistical tools were presented through data-oriented approach. In this paper first the curricular structure of the workshop is briefly presented. Then, based on data from interviews with participants, the impact of the workshop on developing statistical knowledge and skills to solve medical education system problems is analyzed. The results indicate that workshop approach motivated the participants to develop a conceptual understanding of statistical ideas and their applications to investigate problems of teaching-learning systems.
    Location:
    http://www.stat.auckland.ac.nz/~iase/publications/1/4f1_baza.pdf

  • Teaching statistics to non-statisticians- An application oriented approach

    Author(s):
    Sadasivan, G.
    Editors:
    Grey, D. R., Holmes, P., Barnett, V., & Constable, G. M.
    Year:
    1983
    Abstract:
    The method of teaching statistics to non-statisticians must be application-oriented. They should be trained as to how to present interpretative results. Examples must be given to demonstrate what can be inferred and what cannot be inferred from real data. The teaching method can be the same in each specialised area except in areas as collection of agricultural statistics where the contents are purely descriptive. A course in computer programming is a must for most types of non-statisticians. Field work involving independent designing of data collection and analysis is also a must for most non-statisticians.

  • Teaching statistics to students from a non-english speaking background

    Author(s):
    Wood, L.
    Editors:
    Vere-Jones, D., Carlyle, S., & Dawkins, B. P.
    Year:
    1991
    Abstract:
    This paper suggests ways of teaching and adapting materials to help all students, not only those from a non-English speaking background. These techniques are well-known to teachers of English as a second language but not well-known to statistics teachers. Techniques canvassed in this paper include cloze, matching, composition, sequencing, and cooperative logic. The methods are in line with the trend in mathematics education toward small group activities, problem-solving and open-ended activities. For students studying in a second language, however, group work will need to be structured to encourage verbal interaction.

  • Teaching statistics to students who are learning in a foreign language

    Author(s):
    Hubbard, R.
    Editors:
    Vere-Jones, D., Carlyle, S., & Dawkins, B. P.
    Year:
    1991
    Abstract:
    We have an increasing number of students at Australian universities whose first language is not English. The English courses which many of these students take before being admitted are frequently inadequate for the study of technical subjects such as statistics which have a language of their own. Very little work has been done on the precise difficulties experienced by overseas students and how these difficulties could be alleviated. This paper discusses some of these problems which arise in first level university statistics courses and suggests some appropriate responses. In general these suggestions would probably benefit all students, not only those from overseas.

  • Teaching statistics to the rest of humanity

    Author(s):
    Gilchrist, W.
    Editors:
    Davidson, R., & Swift, J.
    Year:
    1986
    Abstract:
    Statistics is taught widely in the UK as an element of mathematics up to age 16. Over a quarter of a million children taking examinations involving statistics or mathematics with statistical elements. At the age of 18 the examinations involving the use of statistics show a different pattern. Some 50 thousand pupils take statistics or mathematics with statistical elements, but over 100 thousand take examinations in geography, biology, psychology, etc. involving significant elements of statistics. Thus the prime interest in statistics comes not from those with a specialist interest but from the "rest of humanity" who need statistics to support their other interests. The aim of this paper is to explore some of the implications of this fact.

  • Teaching statistics to undergraduate students of the social sciences.

    Author(s):
    Hernández, O.
    Editors:
    Rossman, A., & Chance, B.
    Year:
    2006
    Abstract:
    This paper highlights the need for teaching statistics with real data in order to make statistics attractive and meaningful to social sciences students. Data coming from current research work are ideal for teaching. Students become interested in statistics and keep their interest as long as statistics is applied to data related to their own fields. Promoting discussion in class around current social issues also emphasizes the value of data to public policy, and the need for social theories to explain and interpret social data. This paper also stresses the need for a textbook concentrating on statistical concepts and thinking, with many real-life examples illustrating the relevance of statistics to understand social issues and making the introductory statistics course an attractive and enlightening course for social sciences students.
    Location:
    http://www.stat.auckland.ac.nz/~iase/publications/17/1D2_HERN.pdf

  • Teaching Statistics Using a Computer

    Author(s):
    Doornbos, R., & Dijkstra, J. B.
    Year:
    1985
    Abstract:
    Discusses the use of computers in teaching these courses at the Eindhoven University of Technology: (1) regression analysis; (2) generalized linear models; and (3) multivariate statistical methods. Students also use the computer for their final studies for validating statistical tests. (JN)

  • Teaching statistics using a real time online database created by students.

    Author(s):
    Lee, C., & Famoye, F.
    Editors:
    Rossman, A., & Chance, B.
    Year:
    2006
    Abstract:
    The advancement of computer technology creates unlimited opportunities for teaching and learning statistical concepts. A significant impact is the paradigm shift from a passive teaching-centered to an active learning-centered environment. Although one should not make a paradigm shift solely for the sake of technology, there is no doubt that technology will play a crucial role in this transformation. Research has suggested that meaningful learning takes place when students are actively involved in constructing knowledge themselves through their own experiences and active participation. This article proposes an active learning environment for introductory statistics courses using an online real-time database created by students. The experience of implementing the active learning activities using the real-time online database will be shared. Some strengths and weaknesses will be discussed.
    Location:
    http://www.stat.auckland.ac.nz/~iase/publications/17/7A3_LEEF.pdf

  • Teaching Statistics Using Demonstrations Implemented With Excel

    Author(s):
    Carr, R.
    Editors:
    Phillips, B.
    Year:
    2002
    Abstract:
    Most people realise that Excel can be used to carry out statistical analyses of data but what is not so well known is that it provides an extremely flexible and versatile teaching tool for constructing computer demonstrations. In this paper we first show a number of pre-built Excel workbooks for demonstrating statistical ideas - these illustrate the range of things that can be achieved. Then we show that building such workbooks is quite easy by showing how to construct a useful computer demonstration "from scratch" in just a few minutes, starting with a blank workbook. The aims of the paper are to outline benefits of using Excel for teaching statistics and to encourage other teachers to experiment with their own demonstrations and ideas.
    Location:
    http://www.stat.auckland.ac.nz/~iase/publications/1/10_24_ca.pdf

  • Teaching Statistics Using Short Stories: Reducing Anxiety And Changing Attitudes

    Author(s):
    D'Andrea, L. & Waters, C.
    Editors:
    Phillips, B.
    Year:
    2002
    Abstract:
    This paper presents the results of a pilot study investigating the use of short stories in teaching introductory statistics to positively affect statistical anxiety and attitudes toward statistics. The Statistics Anxiety Rating Scale (STARS) and the Attitude Toward Statistics (ATS) scale were given to 17 graduate students at the beginning and end of the semester course. Results suggest a significant decline in statistical anxiety and a positive change in attitudes toward statistics courses, but no significant change in negative attitudes toward the field of statistics.
    Location:
    http://www.stat.auckland.ac.nz/~iase/publications/1/8a2_dand.pdf

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The CAUSE Research Group is supported in part by a member initiative grant from the American Statistical Association’s Section on Statistics and Data Science Education

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