Using Small Groups to Promote Active Learning in the Introductory Statistics Course: A Report from the Field

Keeler, Carolyn M.; Steinhorst, R. Kirk

doi:10.1080/10691898.1995.11910485

Cited by 89 publications

(72 citation statements)

References 13 publications

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“…In particular, the author argues for the implementation of activity-based courses, widespread use of cooperative learning groups, and the pedagogical theory of constructivism. This is further reinforced by Keeler and Steinhorst (1995), whose study of a cooperatively structured statistics course illustrates the impact of teaching and learning approaches imposed by the teacher. The authors' reported results indicate that not only did a larger percentage of students successfully complete the course, but those who did received higher grades compared with an earlier traditional offering of the course.…”

Section: Literature Review/backgroundmentioning

confidence: 99%

“…A number of studies investigate teaching approaches and learning theories in statistics education (Garfield, 1995;Keeler & Steinhorst, 1995Hubbard, 1997). Garfield (1995), on the basis of previous research (educational and psychological), highlights the importance of teaching approaches and learning theories in statistics education and how academics can support students' learning.…”

Section: Literature Review/backgroundmentioning

confidence: 99%

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Approaches to Learning in Statistics

Bilgin

Crowe

2009

ASS

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In the last decade, Australian higher education institutions have become a destination for many international students, mainly from South East Asia. If their educational culture is quite different to the Australian educational culture, then their approaches to learning might be different to that of local students. The aim of this pilot study was to investigate the approaches to learning of students in statistics units and relate these to background variables such as country of origin, gender and work commitments. This study is significant because there are many international students at Macquarie University and no data of this type has been collected for our students in the past.Our analyses showed that there were no significant differences in the approaches to learning of local and international; and male and female students; however, we found a significant difference between undergraduate and postgraduate students, with postgraduates more likely to adopt deep strategies to learning.

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Section: Literature Review/backgroundmentioning

confidence: 99%

Section: Literature Review/backgroundmentioning

confidence: 99%

Approaches to Learning in Statistics

Bilgin

Crowe

2009

ASS

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“…Se ha detectado que los alumnos que se involucran activamente en definir problemas y analizar datos tienen experiencias emocionales positivas al analizar el material estadístico (Bradstreet, 1996;Keeler & Steinhorst, 1995;Romero et al, 1995). Existen evidencias que la enseñanza del análisis estadístico no se puede reducir a la mera mecánica del cálculo, sino que debe desarrollarse habilidades de comprensión del pensamiento estadístico (Snee, 1993;Gal & Ginsburg, 1994;Watts, 1991).…”

Section: Revisión De La Literaturaunclassified

Actitudes de alumnos de posgrado hacia la estadística aplicada a la investigación

Gómez

2010

Encuentro

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EN ESTA INVESTIGACIÓN SE EXAMINA SI EXISTEN CAMBIOS DE ACTITUDES EN LOS ALUMNOS deposgrado que participan en un módulo de estadística aplicado a la investigación. El autor investigó si los alumnos desarrollaron actitudes más positivas hacia la estadística después del desarrollo del módulo, que implicó una estrategia didáctica específica. Los resultados revelan que el desarrollo de las actividades que permiten el diseño de configuraciones didácticas, trayectorias didácticas, trayectorias epistémicas y trayectorias de mediación, teniendo como eje central la construcción del conocimiento estadístico por los propios alumnos, genera aprendizajes más significativos y actitudes más positivas hacia la estadística. Estas conclusiones tienen implicaciones importantes para preparar a los alumnos de posgrado en la elaboración de sus tesis o investigaciones.Palabras clave: actitudes / estadística / configuraciones didácticas / trayectos didácticos / trayectos epistémicos IntroducciónLa literatura revela que la habilidad para comprender, interpretar y evaluar críticamente los hallazgos de las investigaciones, tiene un impacto directo en el éxito de los alumnos de posgrado al momento de desarrollar sus tesis o investigaciones, por lo cual estas habilidades han pasado a estimarse como esenciales o nucleares. De especial importancia es abordar este tema porque los estudios de posgrado se basan fundamentalmente en la elaboración de tesis basadas en investigación empírica y existen evidencias sobre las dificultades de los alumnos de posgrado en el manejo de la estadística.El estudio de las actitudes hacia la estadística no es nuevo, existen distintas aproximaciones conceptuales y una variedad de instrumentos de medición. Un estudio comprensivo y actualizado de la investigación empírica rea lizada sobre las actitudes de los alumnos universitarios hacia la Estadística es el de Blanco (2008): Una revisión crítica de la investigación sobre las actitudes de los estudiantes universitarios hacia la Estadística. El autor concluye que la línea de trabajo de Sorge y Schau (2002) representa un esfuerzo

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“…While this approach is no panacea (Ebert-May et al 2003:1221, several well-designed quantitative studies have shown that cooperative-engaged learning generates better academic performance among students than traditional teaching methods (Breslow 2010;Ali et al 2009;Potthast 1999;Hake 1998;Giraud 1997;Keeler and Steinhorst 1995;Johnson et al 1991). …”

Section: Looking At the Trees Rather Than The Forestmentioning

confidence: 99%

Missing the Trees for the Forest?: Learning Environments Versus Learning Techniques in Simulations

Raymond

2012

Journal of Political Science Education

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University of Hawai'i after language training and dissertation research in Vietnam. He teaches courses in international relations, comparative politics, and political economy, with a particular interest in Asia. He has published a number of journal articles on economic reform in Vietnam and China, state formation and nationalism in Cambodia, and the use of simulations in the teaching of international relations. ABSTRACTInstitutions of higher learning are increasingly asked to defend curricular and pedagogical outcomes. Faculty must demonstrate that simulations are productive tools for learning, but a review of the literature shows that the evidence of their effectiveness is inconclusive, despite their popularity in the classroom. Simulations may in fact help students learn, but the pedagogical benefits of simulations may be being attributed too generally to the learning environments that they supposedly produce, rather than the specific learning modalities that occur within them. The paper concludes with a recommendation that educators choose particular learning techniques first, and then build simulations around these techniques, rather than the reverse.

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Using Small Groups to Promote Active Learning in the Introductory Statistics Course: A Report from the Field

Cited by 89 publications

References 13 publications

Approaches to Learning in Statistics

Approaches to Learning in Statistics

Actitudes de alumnos de posgrado hacia la estadística aplicada a la investigación

Missing the Trees for the Forest?: Learning Environments Versus Learning Techniques in Simulations

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