Guide to Teaching Statistics: Innovations and Best Practices by Michael R Hulsizer

By Michael R Hulsizer

A advisor to educating statistics: options and most sensible Practices addresses the severe features of educating information to undergraduate scholars, appearing as a useful software for either beginner and professional academics of facts.

  • Guidance on textbook choice, syllabus development, and direction outline
  • Classroom routines, laptop purposes, and net assets designed to advertise energetic learning
  • Tips for incorporating genuine facts into direction content
  • Recommendations on integrating ethics and variety subject matters into information education
  • Strategies to evaluate student's statistical literacy, considering, and reasoning skills
  • Additional fabric on-line at www.teachstats.org

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Extra info for Guide to Teaching Statistics: Innovations and Best Practices (Teaching Psychological Science)

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These students relied heavily, if not solely, on rehearsal and repetition strategies, highly unproductive strategies when aimed at learning to “know how” (Evans, 1976). Tremblay et al. (2000), extended the socio-educational model of Lalonde and Gardner (1993), and examined the role of motivation in statistics learning. Tremblay et al. defined motivational intensity as “the amount of effort students expend in learning statistics” (2000, p. 43). They found a positive correlation among motivational intensity, final exam performance, and students’ positive attitudes towards the teacher.

Conclusion Statistics can be a challenging, engaging, and positive educational experience for students. However, to realize this potential, instructors need to pay particular attention to the design of the course to maximize the learning experience. Specifically, instructors need to attend to a host of details from selection of teaching strategies aimed at anxiety reduction to the selection of activities designed to maximize the development and assessment of students’ statistical literacy, thinking, and reasoning skills.

5. 6. Foster active learning in the classroom. Use technology for developing conceptual understanding and analyzing data. Use assessments to improve and evaluate student learning. (p. 1) Throughout this text, we will discuss research supporting the above recommendations and describe the best teaching practices to translate these recommendations into statistics learning outcomes. Introducing Research Methods within the Context of Statistics The story of research methods and statistics is the story of the chicken and the egg.

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