First Courses in Statistical Science: The Status of Educational Reform Efforts

By Joan Garfield, Bob Hogg, C. Schau, D. Whittinghill. 2002

207 citations recorded by the source corpus.

Over the past twenty years much has been written about the introductory or service course in statistics. Historically, this course has been viewed as difficult and unpleasant by many students and frustrating and unrewarding to teach by many instructors. Dissatisfactions with the introductory course have led people to suggest new models for the course, to lead workshops to reexamine this course (Hogg 1992), and to offer recommendations for how the course should be changed (Cobb 1992). This paper presents the results of a survey of teachers of the first statistics course, to determine the impact of reform efforts on the teaching of statistics. Suggestions and guidelines for teaching these courses are offered, based on the results of the survey.

Subfields: Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/b19449b2ecdcb3e3f8d1583f205c1b5f37055f1a

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Citations in the corpus

Statistical Literacy, Reasoning, and Thinking: Goals, Definitions, and Challenges (2004, background): “There appears to have been some impact on teaching practices from these recommendations at the college level ( Garfield, Hogg, Schau, & Whittinghill, 2002 ).”
Effects of a Value-Reappraisal Intervention on Statistics Students’ Motivation and Performance (2010, methodology): “The domain of statistics was chosen for these studies because students often express negative attitudes and beliefs toward statistics ( Fullerton & Umphrey, 2001 ; Gal & Ginsburg, 1994 ; Gal, Ginsburgh, & Schau, 1997 ; Garfield, Hogg, Schau, & Whittinghill, 2002 ; Mills, 2004 ), and given the co”
Integrating Real-Life Data Analysis in Teaching Descriptive Statistics: A Constructivist Approach (2010, background): “…Hendry, 1996; Tynjala, 1999), especially in science and medicine departments (Kirschner, Sweller, & Clark, 2006; Schmidt, 1998, 2000), as well as in statistics education (Broers & Imbos, 2005; Chance, 1997; Cobb, 1993; Garfield, 1995; Garfield et al. 2002; Groth, 2007; Hogg, 1992; Moore, 1997).”
STATISTICAL COGNITION: TOWARDS EVIDENCE-BASED PRACTICE IN STATISTICS AND STATISTICS EDUCATION (2008, background): “More recent research has had some impact on college teaching, but many courses remain unaffected by its outcomes ( Garfield, Hogg, Schau, & Whittinghill, 2002; Ben-Zvi & Garfield, 2004).”
Development and Validation of a Scale for Measuring Instructors' Attitudes toward Concept-Based or Reform-Oriented Teaching of Introductory Statistics in the Health and Behavioral Sciences (2010, background): “Reform initiatives, particularly in the teaching of statistics, mathematics and science have given new meaning, and greater importance to understanding the relationship between teaching practice and student performance (Garfield et al., 2002; Le et al., 2004; Muijs & Reynolds, 2001).”