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

By Michael R Hulsizer

A consultant to educating statistics: concepts and most sensible Practices addresses the serious elements of training records to undergraduate scholars, performing as a useful device for either beginner and professional lecturers of facts.

  • Guidance on textbook choice, syllabus development, and path outline
  • Classroom routines, laptop purposes, and web assets designed to advertise lively learning
  • Tips for incorporating actual facts into path content
  • Recommendations on integrating ethics and variety themes into data 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 resources for Guide to Teaching Statistics: Innovations and Best Practices (Teaching Psychological Science)

Sample text

Despite the growing body of literature supporting the conceptual approach to teaching statistics, there still appears to be a market for textbooks that emphasize computation. One potential explanation for this incongruity is the fact that many of those teaching undergraduate statistics have very little training in statistics (Hayden, 2000). As a result, instructors may avoid entering into a lengthy discussion of statistical theory because they are less sure of their ability to convey such information to their students in an understandable fashion.

To make informed choices about the best methods to teaching statistics, instructors need to be familiar with the growing literature on statistics education. Ideally, the journey through statistics is much like a well-planned, but oft repeated, road trip. The route remains relatively the same but the company and process of exploration are dynamic and interactive with each journey. Thus, the trip is never dull. Note 1 From “Core terms in undergraduate statistics,” by R. E. Landrum, 2005, Teaching of Psychology, 32, p.

Friedrich et al. (2000) concluded that greater learning in statistics courses results when methods used to teach statistics highlight Teaching Statistics: A Beginning 17 reasoning, understanding, and interpretation of data rather than merely the computation of statistical formulas. As research opportunities facilitate both critical and independent thinking (Starke, 1985), instructors can accomplish the goals outlined by Friedrich et al. by incorporating research methods into their statistics courses.

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