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1.
Teaching statistics in biology: using inquiry-based learning to strengthen understanding of statistical analysis in biology laboratory courses 
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下载免费PDF全文 Metz AM 《CBE life sciences education》2008,7(3):317-326
There is an increasing need for students in the biological sciences to build a strong foundation in quantitative approaches to data analyses. Although most science, engineering, and math field majors are required to take at least one statistics course, statistical analysis is poorly integrated into undergraduate biology course work, particularly at the lower-division level. Elements of statistics were incorporated into an introductory biology course, including a review of statistics concepts and opportunity for students to perform statistical analysis in a biological context. Learning gains were measured with an 11-item statistics learning survey instrument developed for the course. Students showed a statistically significant 25% (p < 0.005) increase in statistics knowledge after completing introductory biology. Students improved their scores on the survey after completing introductory biology, even if they had previously completed an introductory statistics course (9%, improvement p < 0.005). Students retested 1 yr after completing introductory biology showed no loss of their statistics knowledge as measured by this instrument, suggesting that the use of statistics in biology course work may aid long-term retention of statistics knowledge. No statistically significant differences in learning were detected between male and female students in the study. 相似文献
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Understanding the roles of random selection and random assignment in experimental design is a central learning objective in most introductory statistics courses. This article describes an activity, appropriate for a high school or introductory statistics course, designed to teach the concepts, values and pitfalls of random selection and assignment using the not‐easily‐forgotten Madagascar hissing cockroach. Evidence is summarized demonstrating conceptual gains for students performing the Randomizing Roaches activity, and follow‐up activities are suggested. 相似文献
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Class examples for a standard introductory statistics course usually involve a variety of applications. In this paper, we consider the teaching of statistics using forensic science and the law, an area that holds some fascination with many audiences. 相似文献
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There is much debate about the place of probability in an introductory statistics course. While students may or may not use probability distributions in their post‐collegiate lives, they will likely be faced with day‐to‐day decisions that require a probabilistic assessment of risk and reward. This paper describes an innovative way to teach students in an introductory statistics course how to reason about probability and expected value through the board game Camel Up. The in‐class activities described here can be scaled to fit the needs and abilities of the students in a wide range of introductory statistics courses at a variety of levels. 相似文献
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This article describes the use of Microsoft Excel, graphics calculators and a multimedia CBL package by students on an introductory statistics course. 相似文献
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Gillian Iossif 《Teaching Statistics》1999,21(2):45-48
This article explores some ideas for the imaginative use of a graphics calculator in introductory statistics teaching. 相似文献
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Kathleen M Shannon 《Teaching Statistics》1999,21(2):42-45
Issues of measurement are fundamental in statistics but often overlooked in introductory courses. This interactive exercise encourages students to think critically about how things are measured. 相似文献
10.
Jeffrey S. Rosenthal 《Teaching Statistics》2018,40(1):7-11
This article advocates that introductory statistics be taught by basing all calculations on a single simple margin‐of‐error formula and deriving all of the standard introductory statistical concepts (confidence intervals, significance tests, comparisons of means and proportions, etc) from that one formula. It is argued that this approach will better emphasize the core concepts and commonality of statistics and range of statistical applications, without forcing the students to memorize lots of different equations. 相似文献
11.
Samuel Luke Tunstall 《Teaching Statistics》2016,38(2):65-66
This paper describes a case study for introductory statistics courses that promotes critical thinking in relation to causation. 相似文献
12.
This study examines differences between team-taught and solo-taught sections of a graduate introductory course on research
and statistics in terms of student perceptions and achievement. Factor analysis of survey data confirmed three factors: comfort
with research and statistics; the relationship of research and statistics to work; and interest in research and statistics.
Pre- and post-survey and achievement data were gathered, as were demographic data. T-test and MANCOVA results indicated: no significant achievement differences based on teaching format; a significant pre-post
difference for all students on one factor (comfort with research and statistics); and only one significant difference (relationship
between work and research and statistics) based on learning environment. 相似文献
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Statistical knowledge is required for students in a range of disciplines. However, there are limited educator resources that exist for applying statistics to solve real-world problems. This investigation provides one approach to teaching statistics using entrepreneurial-minded learning (as a way to connect real-world applications and value creation with problem-solving and curiosity) in the context of solar energy. Both the ready-to-use teaching intervention and assessment of student learning details are provided for an undergraduate course on Introductory Statistics. The teaching intervention includes a series of seven lesson plans (and three extension projects) that educators can use in an introductory statistics course. 相似文献
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John C. Wagaman 《Teaching Statistics》2017,39(2):52-56
This article describes four semesters of introductory statistics courses that incorporate service learning and gardening into the curriculum with applications of the binomial distribution, least squares regression and hypothesis testing. The activities span multiple semesters and are iterative in nature. 相似文献
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This article explores the use of online survey software to collect data from students during class to efficiently use class time. Several example activities for an introductory statistics classroom are considered. We also discuss utilization of online survey software for other purposes such as collecting assessment information and student preferences related to statistics projects. 相似文献
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KimberLeigh Felix Hadfield 《Teaching Statistics》2021,43(1):28-35
Undergraduate students tend to struggle with probability in their introductory statistics course. Probability problem solving requires several steps. First, students must make sense of the probability scenario, then determine the appropriate probability rules, and finally, execute the procedures to solve the problem. With no previous exposure to probability, this presents too great a cognitive load for many students. Using worked‐out problems then transitioning to partially worked‐out problems in an introductory statistics course at a large university helped students succeed at solving probability problems. The worked‐out problems included writing prompts to encourage self‐explanation of students' thinking through studying the worked‐out examples. This paper explains the use of these instructional principles and their implementation in an introductory statistics course for non‐STEM majors, resulting in higher student achievement and understanding. 相似文献
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WILLIAM M. BARKLEY 《Counselor Education & Supervision》1982,21(3):327-331
This article presents an alternative to the typical approaches used in introductory research courses through emphasis on the logic and creativity of the research process and on the problems of equating research with statistics early in one's training. 相似文献
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The use of the Internet as a teaching tool continues to grow in popularity at colleges and universities. We consider, from the students’ perspective, the use of an Internet approach compared to a lecture and lab‐based approach for teaching an introductory course in statistical methods. We conducted a survey of introductory statistics students. Contradictory to what was hypothesized by the authors, they favoured keeping the lecture and lab‐based approach for teaching the class. 相似文献
20.
The use of The Three Stooges' films as a source of data in an introductory statistics class is described. The Stooges' films are separated into three populations. Using these populations, students may conduct hypothesis tests with data they collect. 相似文献