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Making Methods and Statistics Memorable: towards a community of practice

Making Methods and Statistics Memorable: towards a community of practice. Dr. Pieternel Verhoeven University College Roosevelt 31 mei 2013 . Outline. Facing or faking the facts? Why is methods & statistics education so important? How can we make statistics memorable?

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Making Methods and Statistics Memorable: towards a community of practice

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  1. Making Methods and Statistics Memorable: towards a community of practice Dr. PieternelVerhoeven University College Roosevelt 31 mei 2013

  2. Outline • Facing or faking the facts? • Why is methods & statistics education so important? • How can we make statistics memorable? • How can the Flanders Training Network for Methodology and Statistics contribute to excellence in teaching and learning?

  3. Facing or faking? • Examples of ‘sloppy science’ • A graduate student spots mistakes made by to Harvard professors. • ‘How to lie with statistics’? Can we change this image of our ‘trade’?

  4. ImportanceMethods& Statisticseducation - 1 • Demand-side’; Overcoming the ‘bad image’ that statistics has: • Mandatory nature of many statistics courses • Students face statistics anxiety • Fear of difficult formula’s • Dreary topics? • Failing to see the ‘added value’ of statistics

  5. ImportanceMethods& Statisticseducation - 2 Supply-side: • Moving from empirical to applied research • Evidence based research • Overcoming the practice of ‘sloppy science’ • Growing emphasis on ‘quality of results’ • Adaptation to dynamic learning strategies of students • Innovation of teaching methods

  6. Making statisticsmemorable - 1 What entails ‘good instruction’ (Merrill, 2002): • Problem centered teaching and learning • Build on existing knowledge  activation • Demonstrationconsistent with learning goals • Engage students in solving real world problems  Knowledgeapplicationby the learner  ‘let me-approach’ • Integrationof knowledge in everyday life • Provide guidance: opportunity to reflect and defend

  7. Making statisticsmemorable - 2 Example of ‘knowledge application’:

  8. Making statisticsmemorable - 3 Situated learning approach: • Providing opportunities for undergraduate students to conduct real-life research projects; • Aiming at (regional) community engagement  strengthening of the town-gown relationship; • Undergraduate projects from 1st year to 3rd year programs. • Researchsupervision: • 2 x p. week during statistics courses • Independent research projects • Honors’ theses • Practical supervision: planning, communicating research results, negotiating skills, group dynamics.

  9. Making statisticsmemorable – 4 • According to students: • Putting theory to practice • How are research results put to use • Gaining added value • Learning by doing: … ‘learning the hard way, … how it really works’ • But also: • Development of critical thinking skills • Higher grades • Inspiration for research careers

  10. Possiblecontributions of FLAMES • Interdisciplinary approach: collaboration across disciplines and universities • Aiming for high quality research results: reliable and valid • Exchanging didactics, good practices, assessment experiences • Creating transparencyof research results across and beyond Flanders

  11. Lastly… Congratulations on this excellent initiative and good luck!! Questions and / or discussion…

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