Applying cognitive theory to statistics instruction

被引:55
作者
Lovett, MC [1 ]
Greenhouse, JB
机构
[1] Carnegie Mellon Univ, Ctr Innovat Learning, Pittsburgh, PA 15213 USA
[2] Carnegie Mellon Univ, Coll Humanities & Social Sci, Pittsburgh, PA 15213 USA
关键词
instructional technique; pedagogy; statistical education;
D O I
10.2307/2685590
中图分类号
O21 [概率论与数理统计]; C8 [统计学];
学科分类号
020208 ; 070103 ; 0714 ;
摘要
This article presents five principles of learning, derived from cognitive theory and supported by empirical results in cognitive psychology. To bridge the gap between theory and practice, each of these principles is transformed into a practical guideline and exemplified in a real teaching context. It is argued that this approach of putting cognitive theory into practice can offer several benefits to statistics education: a means for explaining and understanding why reform efforts work; a set of guidelines that can help instructors make well-informed design decisions when implementing these reforms; and a framework for generating new and effective instructional innovations.
引用
收藏
页码:196 / 206
页数:11
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