Literature Index

Displaying 2561 - 2570 of 3326
  • Author(s):
    Dillbeck, M. C.
    Year:
    1983
    Abstract:
    The classroom activity described here is a structured problem series developed for students to discover concepts themselves. Among psychology students, introductory statistics is a course which often is less appealing than other courses. As a result, one of the major challenges in teaching it to undergraduates is making the material both interesting and relevant to the student's personal experience. This is particularly true in relation to other courses in the major, where the self-referential nature of the content insures at least some degree of relevance. During the past three years, I have taught introductory statistics courses to classes which included not only psychology majors but also education and biology students. The students of these courses and feedback from students has convinced me that a few key features of the course structure and manner of presentation of the material are primarily responsible for making the courses effective and enjoyable. These features all relate the material to the direct experience of the students. This approach has a strong justification of both educational theory (e.g., Dewey, 1938) and from psychological research (e.g., Craik & Lockhart, 1972); material made meaningful in this way is more likely to be assimilated and retained. In particular, the aspect of individual experience to which the statistical material is conceptually related is the manner in which knowledge is gained. This will be elaborated later in the article; the justification of this approach can be made in terms of the nature of the discipline as well as pedagogically. Statistical inference is directly concerned with specifying principles by which scientific knowledge is gained; be relating the content of statistics to one's own experience of gaining knowledge, one sees more clearly the core of the discipline. This paper first describes the classroom activities which have been features of this approach; it then reviews the manner in which statistical principles have been conceptually related to the students' experience of gaining knowledge.
  • Author(s):
    Fern.ndez de Carrera, E. T.
    Editors:
    Starkings, S.
    Year:
    2000
    Abstract:
    It is not discussed that the principles and Statistical methods are necessary not only for understanding, but also for the effective exercise in any profession, especially those that are related to the health, since the variability of the clinical, biological and laboratory data, either on individuals or communities, that to come to a decision goes always accompanied by a degree of uncertainty. This is due to the undeniable probabilistic nature of the Biomedical Sciences and it is in fact the Statistics the one that provides the appropriate tools to confront the differences and that uncertainty. (Leiva, Carrera, et al., 1999). The Statistics knowledge and of their procedures allow the student and the graduate to critically appreciate the phenomena that happen to their surroundings ; it allows him to understand scientific works and to produce his own ones, besides generating data of quality and knowing about the problems that affect the population under study.<br><br>Today, any citizen needs in his daily activity certain resources of the Statistics. In the last years this has taken to radically change the teaching of Statistics in many of the countries where it is part of the Mathematics curriculum. It is necessary that the citizen learns earlier to interpret the facts that happen to his surroundings and the data that he receives permanently through any means of diffusion. Learning Statistics is nowadays unquestionably based by the instrumental contribution that this science carries out. (Gal and Garfield, 1997). Besides through statistical education research, the Statistics has been shown as a "modern discipline," useful to develop in precise form the abilities required in the global world and the information society (Ottaviani, 1999).<br><br>That had motivated the next words of Susan Starkings (1996): Mathematical education has radically changed, in many countries, over the last decade The need for mathematically literate students who can function in today's technological society has instigated a change in the content of Mathematics curriculum. From the last educational reformation our country has recently begun to introduce emphasis in Statistic with emphasis in the pre-grade curricula. Some years before only charts were given, means and standard deviations and in some cases some other position measure.
  • Author(s):
    Bradley, R. A.
    Editors:
    Davidson, R. &amp; Swift, J.
    Year:
    1986
    Abstract:
    August has come and a lotof you have joined ICOTS II, the Second International Conference on Teaching Statistics. Some may attribute credit to "Footie", but we are indebed to the ISI Task Force for Conferences on the Teaching of Statistis and to the conference Organizing and Program Committees.<br><br>ICOTS I and this conference have been preceded and interlocked iwth various other conferences, workshops, and meeting sessions ont he teaching of statistics and statistical consulting. This attests to our concerns with the teaching of statistics and the training of statisticians, concerns healthy for the discipline and suggestive of a continuing search for excellence. One may wonder what remains to be said, but reminders and reappraisals are helpful and the nature of our discipline and its setting continue to evolve.
    Location:
  • Author(s):
    Anderson, O. D.
    Year:
    1988
    Abstract:
    This article discusses the author's initial experience of teaching statistics in an American university, and the sort of way he thinks the subject should be taught. (Specifically, we look at the assumption of normality, and indicate how conventional treatment in the area of hypothesis testing might be modified.) My comments primarily apply to elementary service courses, and particularly to those provided for business students.
    Location:
  • Author(s):
    Zhang, J.
    Editors:
    Phillips, B.
    Year:
    2002
    Abstract:
    "IT" or "Internet Technology" is a rising star in distance education. With the rapid development of new technologies, educators around the world have more tools and greater out-reaching power than ever before. What are IT education and its associated technology? How can statistics education benefit from it? How do you teach a statistics course on-line and what are the unique advantages and disadvantages of teaching statistics through the net? This paper summarizes my experiences designing and teaching an elementary statistics web course and gives my answers to some of the previous questions. I will in this paper present the way the course was taught and how specifically some of the course content was delivered using the "WebCT"(WebCT) software. Additionally some pedagogical recommendations will be made.
  • Author(s):
    Michelle Everson
    Year:
    2006
    Abstract:
    This webinar will focus on describing an introductory statistics course that is taught completely online. The structure of this course will be described, and samples of different student assignments and activities will be presented. Assessment data and student feedback about the course will also be presented. Discussion will focus on issues that must be considered when developing and administering an online course, such as the instructor's role in the online course and ways to create an active learning environment in an online course.
  • Author(s):
    Piazza, T.
    Editors:
    Davidson, R., &amp; Swift, J.
    Year:
    1986
    Abstract:
    In what follows I will summarize the pros and cons of three approaches to the use of data analysis in teaching introductory level statistics courses. Using data analysis as a learning tool to lead students to an understanding of the statistical principles on which various analytic techniqwues are based is important. This paper summarizes the pros and cons of three approaches to the use of data analysis in teaching introductory level statistics courses. These approaches involve the use of large batch-oriented statistical packages, interactive analysis programs, or simulations based on spreadsheets.
  • Author(s):
    Mauren Porciúncula Moreira da Silva and Suzi Samá Pinto
    Year:
    2014
    Abstract:
    This paper aims to reflect on the teaching of statistics through student research, in the form of projects carried out by students on self-selected topics. The paper reports on a study carried out with two undergraduate classes using a methodology of teaching that we call ‘learning projects’. Monitoring the development of the various stages of the learning projects allowed continuous adjustment of the process and provided an insight into the benefits and limitations of this approach. Important aspects included the complexity of the group relationships, the importance of choosing the topic of the research, data collection and time management. Students carried out an evaluation of the process, and the resulting information was analysed using quantitative and qualitative approaches.
  • Author(s):
    Nemetz, T.
    Editors:
    Grey, D. R., Holmes, P., Barnett, V., &amp; Constable, G. M.
    Year:
    1983
    Abstract:
    Many statisticians are convinced that statistics, as an independent and compulsory subject, should be included in secondary-level general education. There are different (sometimes quite ambitious) proposals for the subject matter. Our real possibilities seem, however, not to match them. In this paper we discuss some aspects of this confrontation. Our conclusion is, that to a certain extent, statistics can be dealt with within mathematics. Examples are given to show how one can embed statistical notions into traditionally taught mathematics. Still much effort has to be taken to improve conditions for a widespread introduction of an independent statistics course.
  • Author(s):
    Romero, R., Ferrer, A., Capilla, C., Zunica, L., Balasch, S., Serra, V., &amp; Alcover, R.
    Year:
    1995
    Abstract:
    In recent years, the growing consciousness of the importance of statistics in the training of engineers has been accompanied in the western world by an increasing dissatisfaction with the teaching of statistics in universities. Within the framework of the Educational Innovation Project (PIE) of the Polytechnic University of Valencia, a group of teachers in the Department of Statistics introduced an innovation project beginning in 1989. This project has entailed a complete restructuring of the syllabus, as well as the teaching methodology. In this paper we explain different aspects of this project, emphasizing the important role of computer resources and the satisfacory results obtained.

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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