Teaching Introductory Statistics Courses So That Nonstatisticians Experience Statistical Reasoning

Abstract

Abstract The most critical point in developing dynamic introductory statistics courses for nonstatisticians is deciding whether to teach statistical reasoning (concepts and thinking), statistical methods (computations), or both. Statistical reasoning should precede statistical methods. Workshop-based courses effectively provide situated learning and an intimate teaching environment. Use real (or realistic) data, graphics, and teach exploratory data analysis before classical methods. Evaluate the students' levels of statistical anxiety prior to and during the course.