Reflection on Training, Experience, and Introductory Statistics: A Mini-Survey of Tertiary Level Statistics Instructors

Instructors of statistics who teach non-statistics majors possess varied academic backgrounds, and hence it is reasonable to expect variability in their content knowledge, and pedagogical approach. The aim of this study was to determine the specific course(s) that contributed mostly to instructors&#...

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Bibliographic Details
Main Author Hassad, Rossi A
Format Report
LanguageEnglish
Published 2006
Subjects
Cognitive Style
Constructivism (Learning)
Educational Practices
Introductory Courses
Knowledge Base for Teaching
Mail Surveys
Nonmajors
Reflection
Statistics
Teacher Attitudes
Teaching Experience
Teaching Methods
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Summary:Instructors of statistics who teach non-statistics majors possess varied academic backgrounds, and hence it is reasonable to expect variability in their content knowledge, and pedagogical approach. The aim of this study was to determine the specific course(s) that contributed mostly to instructors' understanding of statistics. Courses reported were described as advanced or graduate level, and classified as application-based, math, multivariate, probability, and research. The majority, 9 (56%) attributed their understanding of statistics to either an application-based or research course, and of those, 7 (44%) reported negative feelings about their introductory courses. These findings underscore the importance of authentic activities, and constructivist pedagogy toward facilitating statistical literacy. Research is needed to determine the effect of instructors' academic preparation on their knowledge, attitudes, and practices. [This paper was published in: The Proceedings of ICOTS-7 (International Conference on the Teaching of Statistics). IASE (International Association for Statistical Education), 2006.]