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Statistics and the Modern Student

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  • Robert Gould

Abstract

Les cours d’initiation à la statistique ont traditionellement visé les consomammateurs de la statistique avec l’intention de produire une population capable de faire une analyse critique des statistiques élémentaires publiées. Plus récemment, les professeurs de la statistique ont tenté d’orienter les cours d’initiation vers des données réelles, afin de motiver les élèves d’un part, et de créer un cours plus pertinent d’autre part. Le succès de cette approche repose sur une provision de données que les étudiants considèrent comme réels et pertinents. Cependent, les étudiants modernes ont une vision des données qui est différente de celle qu’ont eu les élèves d’il y a 10 ou même 5 ans. Les cours modernes de statistique doivent s’adapter au fait que la première rencontre des élèves aux données a lieu en dehors de l’académie. The introductory statistics course has traditionally targeted consumers of statistics with the intent of producing a citizenry capable of a critical analysis of basic published statistics. More recently, statistics educators have attempted to centre the intro course on real data, in part to motivate students and in part to create a more relevant course. The success of this approach is predicated on providing data that the students see as real and relevant. Modern students, however, have a different view of data than did students of 10 or even 5 years ago. Modern statistics courses must adjust to the fact that students’ first exposure to data occurs outside the academy.

Suggested Citation

  • Robert Gould, 2010. "Statistics and the Modern Student," International Statistical Review, International Statistical Institute, vol. 78(2), pages 297-315, August.
    • Handle: RePEc:bla:istatr:v:78:y:2010:i:2:p:297-315
    DOI: 10.1111/j.1751-5823.2010.00117.x
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    References listed on IDEAS

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    1. Joan Garfield & Dani Ben‐Zvi, 2007. "How Students Learn Statistics Revisited: A Current Review of Research on Teaching and Learning Statistics," International Statistical Review, International Statistical Institute, vol. 75(3), pages 372-396, December.
    2. David S. Moore, 1997. "New Pedagogy and New Content: The Case of Statistics," International Statistical Review, International Statistical Institute, vol. 65(2), pages 123-137, August.
    3. Deborah Nolan & Duncan Temple Lang, 2007. "Dynamic, Interactive Documents for Teaching Statistical Practice," International Statistical Review, International Statistical Institute, vol. 75(3), pages 295-321, December.
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    2. McLauchlan Cynthia & Schonlau Matthias, 2016. "Statistical Literacy in the Classroom: Should Introductory Statistics Courses Rethink their Goals?," Statistics, Politics and Policy, De Gruyter, vol. 7(1-2), pages 99-115, December.
    3. Lisa Dierker & Jane Robertson Evia & Karen Singer-Freeman & Kristin Woods & Janet Zupkus & Alan Arnholt & Elizabeth G Moliski & Natalie Delia Deckard & Kristel Gallagher & Jennifer Rose, 2018. "Project-Based Learning in Introductory Statistics: Comparing Course Experiences and Predicting Positive Outcomes for Students from Diverse Educational Settings," International Journal of Educational Technology and Learning, Scientific Publishing Institute, vol. 3(2), pages 52-64.
    4. Heejoo Suh & Sohyung Kim & Seonyoung Hwang & Sunyoung Han, 2020. "Enhancing Preservice Teachers’ Key Competencies for Promoting Sustainability in a University Statistics Course," Sustainability, MDPI, vol. 12(21), pages 1-21, October.
    5. Nicholas J. Horton, 2015. "Challenges and Opportunities for Statistics and Statistical Education: Looking Back, Looking Forward," The American Statistician, Taylor & Francis Journals, vol. 69(2), pages 138-145, May.
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