Reform-Oriented Teaching of Introductory Statistics in the Health, Social and Behavioral Sciences-Historical Context and Rationale

TL;DR

This paper discusses the historical background and rationale for reform-oriented teaching of introductory statistics in health, social, and behavioral sciences, emphasizing the need for effective pedagogical strategies to improve statistical literacy.

Contribution

It provides a comprehensive explanation of the context and rationale for reform-based pedagogical approaches in introductory statistics education within evidence-based disciplines.

Findings

Reform-oriented teaching enhances statistical literacy.

Balance among content, pedagogy, technology, and assessment is crucial.

Understanding pedagogical change facilitates adoption of best practices.

Abstract

There is widespread emphasis on reform in the teaching of introductory statistics at the college level. Underpinning this reform is a consensus among educators and practitioners that traditional curricular materials and pedagogical strategies have not been effective in promoting statistical literacy, a competency that is becoming increasingly necessary for effective decision-making and evidence-based practice. This paper explains the historical context of, and rationale for reform-oriented teaching of introductory statistics (at the college level) in the health, social and behavioral sciences (evidence-based disciplines). A firm understanding and appreciation of the basis for change in pedagogical approach is important, in order to facilitate commitment to reform, consensus building on appropriate strategies, and adoption and maintenance of best practices. In essence, reform-oriented pedagogy, in this context, is a function of the interaction among content, pedagogy, technology, and assessment. The challenge is to create an appropriate balance among these domains.