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Abstract Details

Activity Number: 128
Type: Contributed
Date/Time: Monday, July 30, 2012 : 8:30 AM to 10:20 AM
Sponsor: Section on Statistical Education
Abstract - #304516
Title: Bloom's Taxonomy and the Teaching of Introductory Statistics Classes
Author(s): Ilhan Izmirli*+ and Susan C. Surina
Companies: George Mason University and George Mason University
Address: Department of Statistics, Fairfax, VA, 22030-4444, United States
Keywords: Bloom Taxonomy ; quantitative reasoning ; learner-centered instruction
Abstract:

In this paper our goal is to map the course outcomes of our introductory statistics courses to Bloom's Taxonomy.

The first section is devoted to a brief overview of the Taxonomy. We then discuss how the objectives and the expected outcomes of our introductory statistics courses fulfill some of the university requirements such as critical thinking, quantitative reasoning, scientific reasoning, and use of information technology skills. In the third section we explore how Bloom's Taxonomy applies in this setting and what our role, as educators, should be in the implementation of this taxonomy.

To promote a learner-centered teaching approach, and shift the role of the instructors from givers of information to facilitators of student learning, we must emphasize the role of the learners in our classes. Consequently, in the fourth section, we will discuss some learner-based activities that


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