研究生教育中统计学课程的翻转：认知心理学与技术的融合

IF 2.2 Q3 Social Sciences

Journal of Statistics Education Pub Date : 2019-05-04 DOI:10.1080/10691898.2019.1629852

J. Immekus

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引用次数: 9

摘要

摘要本文探讨了认知心理学研究和技术在统计学课程设计和实施的现有框架内的整合，这些框架适用于一系列翻转的研究生水平课程。特别关注的是在翻转课堂形式中使用间距和检索实践原则，作为课程设计和课程内和课程间教学交付的战略方法。报告学生对其参与学习、统计思维和实践的看法，以及对其学习有贡献的课程组成部分，有助于阐明教育工作者如何在研究生阶段将统计教育的理论与实践联系起来。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Flipping Statistics Courses in Graduate Education: Integration of Cognitive Psychology and Technology

Abstract This article examines the integration of cognitive psychology research and technology within existing frameworks of statistics course design and implementation for a sequence of flipped graduate-level courses. Particular focus is the use of the principles of spacing and retrieval practice within the flipped classroom format as strategic approaches to curriculum design and instructional delivery within and across courses. The reporting of student perceptions regarding their engagement in learning, statistical thinking and practice, and course components that contributed to their learning serves to shed light on ways educators can bridge theory to practice in statistics education at the graduate-level.

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来源期刊

Journal of Statistics Education EDUCATION, SCIENTIFIC DISCIPLINES-

CiteScore

1.20

自引率

0.00%

发文量

审稿时长

12 weeks

期刊介绍： The "Datasets and Stories" department of the Journal of Statistics Education provides a forum for exchanging interesting datasets and discussing ways they can be used effectively in teaching statistics. This section of JSE is described fully in the article "Datasets and Stories: Introduction and Guidelines" by Robin H. Lock and Tim Arnold (1993). The Journal of Statistics Education maintains a Data Archive that contains the datasets described in "Datasets and Stories" articles, as well as additional datasets useful to statistics teachers. Lock and Arnold (1993) describe several criteria that will be considered before datasets are placed in the JSE Data Archive.