Simulation Assisted Learning in Statistics: How Important are Students’ Characteristics?
AbstractA simulation assisted learning method is introduced to deal with students’ misconceptions concerning the properties of estimators; bias, efficiency and consistency. The design of the exercise is based on cognitive conflict theory, i.e. the simulations provide contradictory information to obtain a conceptual change and induce students to abandon misconceptions. The evaluation of the intervention is done by a pre-test and both a post-test and a delayed post-test. As predicted by the cognitive conflict theory, individual characteristics, such as values and attitudes towards learning and passing a prior mathematical course, are important to obtain a meaningful cognitive conflict.
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Bibliographic InfoPaper provided by Universitat de les Illes Balears, Departament d'Economía Aplicada in its series DEA Working Papers with number 56.
Date of creation: 2013
Date of revision:
Monte-Carlo simulation; misconception; cognitive conflict;
Find related papers by JEL classification:
- A22 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - Undergraduate
This paper has been announced in the following NEP Reports:
- NEP-ALL-2013-03-09 (All new papers)
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11-08, Chapman University, Economic Science Institute.
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