Teaching Statistics to Non-Specialists: Challenges and Strategies for Success
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| Title: | Teaching Statistics to Non-Specialists: Challenges and Strategies for Success |
|---|---|
| Language: | English |
| Authors: | Bromage, Adrian (ORCID |
| Source: | Journal of Further and Higher Education. 2022 46(1):46-61. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Statistics Education, Teaching Methods, Research Methodology, Anxiety, Best Practices, Lay People, Curriculum Design, Interdisciplinary Approach |
| DOI: | 10.1080/0309877X.2021.1879744 |
| ISSN: | 0309-877X |
| Abstract: | Training in research methods is a crucial component of the student experience in further and higher education. A common set of statistical and experimental design methods are taught across a broad range of non-mathematics disciplines, spanning STEM subjects, medicine, and the social sciences. Understanding these methods is central to students' ability to engage with their course, tutors, and the literature. It is also the key to enabling students to become not only practitioners of their chosen subject, but also statistically literate citizens, capable of understanding and evaluating everyday statistics. The first aim of this paper is to review the specific set of challenges faced by staff and students teaching and learning statistics within non-mathematics disciplines. Secondly, we review best practice and current trends in the design of motivating and effective statistics courses for non-specialists. Our findings suggest that many of the key challenges stem from negative attitudes towards statistics coupled with poor motivation to study the subject, factors which are exacerbated by statistics anxiety. Fortunately, because these challenges are so widespread, and have attracted the attention of innovative educators across broad disciplines, there is a wealth of good ideas and resources available to statistics teachers seeking ways to create effective learning experiences. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1325947 |
| Database: | ERIC |
| FullText | Text: Availability: 0 |
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| Header | DbId: eric DbLabel: ERIC An: EJ1325947 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Teaching Statistics to Non-Specialists: Challenges and Strategies for Success – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Bromage%2C+Adrian%22">Bromage, Adrian</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-7130-770X">0000-0002-7130-770X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Pierce%2C+Sarah%22">Pierce, Sarah</searchLink><br /><searchLink fieldCode="AR" term="%22Reader%2C+Tom%22">Reader, Tom</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-7586-8814">0000-0001-7586-8814</externalLink>)<br /><searchLink fieldCode="AR" term="%22Compton%2C+Lindsey%22">Compton, Lindsey</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-8441-2381">0000-0002-8441-2381</externalLink>) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Journal+of+Further+and+Higher+Education%22"><i>Journal of Further and Higher Education</i></searchLink>. 2022 46(1):46-61. – Name: Avail Label: Availability Group: Avail Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 16 – Name: DatePubCY Label: Publication Date Group: Date Data: 2022 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Descriptive – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Statistics+Education%22">Statistics Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Research+Methodology%22">Research Methodology</searchLink><br /><searchLink fieldCode="DE" term="%22Anxiety%22">Anxiety</searchLink><br /><searchLink fieldCode="DE" term="%22Best+Practices%22">Best Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Lay+People%22">Lay People</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Design%22">Curriculum Design</searchLink><br /><searchLink fieldCode="DE" term="%22Interdisciplinary+Approach%22">Interdisciplinary Approach</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1080/0309877X.2021.1879744 – Name: ISSN Label: ISSN Group: ISSN Data: 0309-877X – Name: Abstract Label: Abstract Group: Ab Data: Training in research methods is a crucial component of the student experience in further and higher education. A common set of statistical and experimental design methods are taught across a broad range of non-mathematics disciplines, spanning STEM subjects, medicine, and the social sciences. Understanding these methods is central to students' ability to engage with their course, tutors, and the literature. It is also the key to enabling students to become not only practitioners of their chosen subject, but also statistically literate citizens, capable of understanding and evaluating everyday statistics. The first aim of this paper is to review the specific set of challenges faced by staff and students teaching and learning statistics within non-mathematics disciplines. Secondly, we review best practice and current trends in the design of motivating and effective statistics courses for non-specialists. Our findings suggest that many of the key challenges stem from negative attitudes towards statistics coupled with poor motivation to study the subject, factors which are exacerbated by statistics anxiety. Fortunately, because these challenges are so widespread, and have attracted the attention of innovative educators across broad disciplines, there is a wealth of good ideas and resources available to statistics teachers seeking ways to create effective learning experiences. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2022 – Name: AN Label: Accession Number Group: ID Data: EJ1325947 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1325947 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/0309877X.2021.1879744 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 16 StartPage: 46 Subjects: – SubjectFull: Statistics Education Type: general – SubjectFull: Teaching Methods Type: general – SubjectFull: Research Methodology Type: general – SubjectFull: Anxiety Type: general – SubjectFull: Best Practices Type: general – SubjectFull: Lay People Type: general – SubjectFull: Curriculum Design Type: general – SubjectFull: Interdisciplinary Approach Type: general Titles: – TitleFull: Teaching Statistics to Non-Specialists: Challenges and Strategies for Success Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Bromage, Adrian – PersonEntity: Name: NameFull: Pierce, Sarah – PersonEntity: Name: NameFull: Reader, Tom – PersonEntity: Name: NameFull: Compton, Lindsey IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2022 Identifiers: – Type: issn-print Value: 0309-877X Numbering: – Type: volume Value: 46 – Type: issue Value: 1 Titles: – TitleFull: Journal of Further and Higher Education Type: main |
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