Use of Map Techniques in Teaching Applied Statistics Courses

Abstract

Abstract Students who have completed applied statistics courses often lack knowledge of the interconnections among the important concepts they have studied. According to a cognitive network model of knowledge, they lack connected understanding about statistics, and so are unable to apply these concepts. Connected understanding can be represented visually in the form of a map. Mapping techniques, including graphic organizers and concept maps, are useful: (1) for instructional planning, (2) as a learning tool, and (3) for assessment. We discuss each of these uses in statistics education, with an emphasis on assessment.