One Possible Frame for Thinking about Experiential Learning

Item request has been placed! ×
Item request cannot be made. ×
loading   Processing Request
  • Additional Information
    • Publication Information:
      Malden, MA: Blackwell, 2007.
    • Publication Date:
    • Original Material:
    • Abstract:
      I argue that teaching statistical thinking is harder than teaching mathematics, that experimental design is particularly well suited to teaching statistical thinking and that in teaching statistics, variation is good. We need a mix of archival data, simulations and activities, of varying degrees of complexity. Within this context, I applaud the important contributions to our profession represented by Darius et al. (2007), and Nolan & Temple Lang (2007), the first for showing us how to make simulation-based learning simultaneously more flexible and more realistic than ever before, and the second for showing us a path-breaking technology that can make archival data the basis for active learning at an impressively high level of sophistication, embedding statistical thinking within real scientific and practical investigations.
    • File Description:
    • Author Affiliations:
      Mount Holyoke College, South Hadley, MA 01075, United States
    • ISSN:
    • Rights:
      Copyright 2008 INIST-CNRS
      CC BY 4.0
      Sauf mention contraire ci-dessus, le contenu de cette notice bibliographique peut être utilisé dans le cadre d’une licence CC BY 4.0 Inist-CNRS / Unless otherwise stated above, the content of this bibliographic record may be used under a CC BY 4.0 licence by Inist-CNRS / A menos que se haya señalado antes, el contenido de este registro bibliográfico puede ser utilizado al amparo de una licencia CC BY 4.0 Inist-CNRS
    • Notes:
    • Accession Number: