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MATT BECKMAN - University of Minnesota

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Cognitive Transfer Outcomes for Introductory Statistics Students
When
13 February 2015 from 3:30 PM to 4:30 PM
Where
327 Thomas Bldg.
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A recent report on the guidelines for undergraduate statistics programs commissioned by the American Statistical Association (ASA) summarizes that “undergraduate programs in statistics should equip students with problem solving skills they can effectively apply, build on, and extend over time” (2014, p. 7). How- ever, the ASA’s Guidelines for Assessment and Instruction in Statistics Education (GAISE) College Report remarks that the current state of the introductory statistics curriculum too often produces students that develop only superficial knowledge of a disjoint collection of methods that are soon forgotten (2012). Such ability to successfully apply learning acquired in one context to novel applications has been studied by educational psychologists for more than a century, and is frequently known as ”cognitive transfer” or simply ”transfer” in recent learning and cognition literature. This presentation introduces key ideas related to transfer from the learning and cognition research, relates them to current trends in statistics education research, and discusses new research seeking to study and assess cognitive transfer outcomes for introductory statistics students.

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