JSM 2005 - Toronto

Abstract #304224

This is the preliminary program for the 2005 Joint Statistical Meetings in Minneapolis, Minnesota. Currently included in this program is the "technical" program, schedule of invited, topic contributed, regular contributed and poster sessions; Continuing Education courses (August 7-10, 2005); and Committee and Business Meetings. This on-line program will be updated frequently to reflect the most current revisions.

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Legend: = Applied Session, = Theme Session, = Presenter
Activity Number: 235
Type: Contributed
Date/Time: Tuesday, August 9, 2005 : 8:30 AM to 10:20 AM
Sponsor: Section on Statistical Education
Abstract - #304224
Title: I Got It. This Is So Cool. I Like This.
Author(s): Rossi Hassad*+
Companies: Mercy College
Address: 555 Broadway, New York, NY, 10522, United States
Keywords: Concept-based ; Teaching ; Learning ; Kolb's ; Introductory ; Statistics
Abstract:

According to Kolb's learning theory, instructors' learning styles (including experiences and material they perceive as having been instrumental in their understanding of statistics) are likely to shape their teaching of this course. The aim of this study was to determine the specific course(s) that contributed mostly to instructors' understanding and use of statistics. An email survey was conducted via ALLSTAT and SRMSNET listservs. Courses reported were described as advanced or graduate level, based on thematic analysis, and labeled as application-based, math, multivariate, probability, and research. Six (40%) respondents reported strong negative feelings about their earlier statistics courses and noted that application-based courses were pivotal to their understanding of statistics. Notwithstanding the methodological limitations, the finding of delayed understanding underscores the importance of including discipline-specific applications in introductory statistics courses. Large-scale action research is needed to determine the effect of instructors' academic training and professional preparation on their attitudes and practices.


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Revised March 2005