Teaching Social Statistics with Simulated Data

Halley, Fred

doi:10.2307/1317899

Cited by 10 publications

(8 citation statements)

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“…Creative techniques for engaging students in the material and preventing anxiety from overwhelming the learning process can help. Previous research on teaching statistics in the undergraduate sociology course has focused on using statistical programming packages in undergraduate statistics courses (e.g., Smith 2003;Karp 1995;Halley 1991), on general models for teaching statistics (Bessant 1992), or on helpful techniques for enhancing learning in statistics (e.g., Schumm et al 2002;Auster 2000;Wybraniec and Wilmoth 1999;Hurlburt 1993;Goldenberg 1993;Fisher-Giorlando 1992;Schacht 1992;Schacht and Stewart 1990). Very little research has focused directly on the question of motivating students to engage in the course.…”

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confidence: 99%

Dollars and Sense: Convincing Students That They Can Learn and Want to Learn Statistics

Paxton

2006

Teach Sociol

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Pamela Paxton is associate professor of sociology at the Ohio State University. She has intersecting interests in political sociology, prosocial behavior, and methodology. Some of her previous research appears in the American Sociological Review and the American Journal of Sociology. Her current research focuses on women's political participation over time and multilevel models of trust in individuals.

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confidence: 99%

Dollars and Sense: Convincing Students That They Can Learn and Want to Learn Statistics

Paxton

2006

Teach Sociol

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“…The author exposes tips and caveats with respect to practices in the classroom such as «call and response», problem solving, and small group work. Also, Halley (1991) highlights how simulation software allows students to learn about research under different simulated scenarios of data distributions 2 . Also, students can make decisions about their learning.…”

Section: Students' Psychological Traits: Developmental Maturitymentioning

confidence: 99%

“…In the 1990s, teachers found a good support system in software. Halley (1991), Karp (1995), and Smith (2003) have shown over time the benefits of software in teaching statistics. These authors promote the use of software because it provides more opportunities to learn by completing practical exercises 3 .…”

Section: Students' Psychological Traits: Anxiety and Motivationmentioning

confidence: 99%

“…Helmericks strongly advocates for working in groups, stating that «col-laborative testing, which extends the logic of collaborative learning, offers a radical shift from the traditional format; it not only humanizes the testing process but also makes it a valuable learning experience as well» (p. 290). Halley (1991), who was referenced before, recommends taking advantage of the expansion of technology and specific software to improve the teaching of statistics as well as assessment. Simulation software, for example, can create personalized data-sets that generate different results, allowing teachers to carry out comparative work groups and prevent plagiarism.…”

Section: Assessmentmentioning

confidence: 99%

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Learner-Centered Teaching and Teaching Statistics in Social Sciences

Fernandez

Rivas

2018

RASE

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This paper critically reviews the main principles of the learner-centered teaching approach. In doing this, we focus on statistics as educational content for students in the social sciences. This content was selected because, generally, the structure of the content would suggest that employing active learning in the teaching of statistics would be very difficult. In this paper, we review different theoretical and empirical contributions to learner-centered teaching of statistics in the social sciences presenting some examples from the field of Sociology. Finally, a brief theoretical framework and some research questions are proposed for undertaking further research in this area. KeywordsHigher education, learner engagement, student attitudes, teaching methods, constructivism, learner-centered teaching. ResumenEste ensayo revisa críticamente los principios centrales del enfoque de enseñanza centrada en quien aprende. Para esto, nos centramos en la estadística como contenido educacional para estudiantes de educación superior en el área de ciencias sociales. Este contenido fue escogido porque en general se trata de un contenido altamente estructurado, lo que nos hace suponer que emplear aprendizaje activo es más difícil. En este artículo revisamos diferentes contribuciones teóricas y empíricas al enfoque de enseñanza centrada en quien aprende aplicado a la enseñanza de la estadística en las ciencias sociales presentando algunos ejemplos del campo de la sociología. Finalmente, entregamos una propuesta de un breve marco teórico y algunas preguntas de investigación parar futuras investigaciones en esta área. Palabras claveEducación superior, aprendizaje activo, actitudes del estudiante, métodos de enseñanza, constructivismo, enseñanza centrada en quien aprende.

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“…Many others have advocated the use of simulation methods to reinforce students' understanding of the concepts involving the CLT (see Pulley and Dolbear 1984;Gordon 1987;Karley 1990;Halley 1991;Bradley, Hemstreet, and Ziergenhagen 1992;Mittag 1992;Marasinghe et al 1996;Hesterberg 1998;delMas, Garfield, and Chance 1999). Either a package such as MINITAB® or a statistics-simulation program may provide software flexibility for instructors to utilize these methods in the classroom.…”

Section: Central Limit Theoremmentioning

confidence: 99%

Using Computer Simulation Methods to Teach Statistics: A Review of the Literature

Jamie

2002

Journal of Statistics Education

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The teaching and learning of statistics has impacted the curriculum in elementary, secondary, and postsecondary education. Because of this growing movement to expand and include statistics into all levels of education, there is also a considerable interest in employing effective instructional methods, especially for statistics concepts that tend to be very difficult or abstract. Researchers have recommended using computer simulation methods (CSMs) to teach these concepts; however, a review of the literature reveals very little empirical research to support the recommendations. The purpose of this paper is to summarize and critically evaluate the literature on how CSMs are used in the statistics classroom and their potential impact on student achievement. The recommendation is that more empirically and theoretically grounded research studies are needed to determine if these methods improve student learning.

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Teaching Social Statistics with Simulated Data

Cited by 10 publications

References 1 publication

Dollars and Sense: Convincing Students That They Can Learn and Want to Learn Statistics

Dollars and Sense: Convincing Students That They Can Learn and Want to Learn Statistics

Learner-Centered Teaching and Teaching Statistics in Social Sciences

Using Computer Simulation Methods to Teach Statistics: A Review of the Literature

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