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Abstract:
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This paper reviews what I learned about designing active learning labs during my research on student's conceptual understanding of variability. Previous research on conceptual change in introductory statistics was applied in a course that only had access to calculator technology for data analysis. Students were asked to use prior knowledge to make predictions, test their predictions, and then in light of their results, evaluate their predictions. Conceptual knowledge was assessed by lab questions and a CAOS pre-test & post-test. Evidence was found that the feedback portion of the labs, where students were forced to check their reasoning with the instructor, was the most important feature of the conceptual change framework and greatly influenced student learning.
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