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