IDEAS home Printed from https://ideas.repec.org/a/taf/amstat/v72y2018i4p354-358.html
   My bibliography  Save this article

An Innovative Classroom Approach for Developing Critical Thinkers in the Introductory Statistics Course

Author

Listed:
  • Sherri Cheng
  • Mark Ferris
  • Jessica Perolio

Abstract

Misrepresented data and data taken out of context can be misleading at best. Statisticians present data to compel arguments, and they have a responsibility to be balanced and transparent in their use of evidence. In the classroom, learning how to analyze, interpret, and report data also needs to include explicit training in critical thinking skills, in which students explore the importance of context, assumptions, and bias. With this in mind, we integrate an innovative, multi-faceted pedagogical approach into an introductory statistics course, which incorporates writing assignments, small group discussion, and Socratic dialog. Our approach provides real-life applications for traditional statistical topics while also helping students learn to use data with integrity, ask important questions, and view problems holistically.

Suggested Citation

  • Sherri Cheng & Mark Ferris & Jessica Perolio, 2018. "An Innovative Classroom Approach for Developing Critical Thinkers in the Introductory Statistics Course," The American Statistician, Taylor & Francis Journals, vol. 72(4), pages 354-358, October.
    • Handle: RePEc:taf:amstat:v:72:y:2018:i:4:p:354-358
    DOI: 10.1080/00031305.2017.1305293
    as

    Download full text from publisher

    File URL: http://hdl.handle.net/10.1080/00031305.2017.1305293
    Download Restriction: Access to full text is restricted to subscribers.
    File URL: https://libkey.io/10.1080/00031305.2017.1305293?utm_source=ideas
    LibKey link: if access is restricted and if your library uses this service, LibKey will redirect you to where you can use your library subscription to access this item
    ---><---

    As the access to this document is restricted, you may want to search for a different version of it.

    More about this item

    Statistics

    Access and download statistics

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:taf:amstat:v:72:y:2018:i:4:p:354-358. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    We have no bibliographic references for this item. You can help adding them by using this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: Chris Longhurst (email available below). General contact details of provider: http://www.tandfonline.com/UTAS20 .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.