NDLI: Applying Cognitive Theory to Statistics Instruction

Content Provider	Semantic Scholar
Author	Lovett, Marsha C. Greenhouse, Joel B.
Copyright Year	2000
Abstract	Abstract This article presents five principles of learning, derived from cognitive theory and supported by empirical results in cognitive psychology. To bridge the gap between theory and practice, each of these principles is transformed into a practical guideline and exemplified in a real teaching context. It is argued that this approach of putting cognitive theory into practice can offer several benefits to statistics education: A means for explaining and understanding why reform efforts work; a set of guidelines that can help instructors make well-informed design decisions when implementing these reforms; and a framework for generating new and effective instructional innovations.
Starting Page	196
Ending Page	206
Page Count	11
File Format	PDF HTM / HTML
DOI	10.1080/00031305.2000.10474545
Volume Number	54
Alternate Webpage(s)	http://cognitrn.psych.indiana.edu/rgoldsto/courses/cogscilearning/lovettstats.pdf
Alternate Webpage(s)	http://repository.cmu.edu/cgi/viewcontent.cgi?article=1341&context=psychology
Alternate Webpage(s)	http://www.stat.cmu.edu/www/cmu-stats/tr/tr689/tr689.ps
Alternate Webpage(s)	http://www.psy.cmu.edu/~LAPS/pubs/Lovett00AmStat.pdf
Alternate Webpage(s)	https://www.macalester.edu/~kaplan/statchat/2009-2010-year/2010-02/LovettGreenhouse.pdf
Alternate Webpage(s)	https://doi.org/10.1080/00031305.2000.10474545
Language	English
Access Restriction	Open
Content Type	Text
Resource Type	Article

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Applying Cognitive Theory to Statistics Instruction