Combating anti-statistical thinking using simulation-based methods throughout the undergraduate curriculum

TL;DR

This paper advocates for integrating simulation-based inference throughout undergraduate statistics education to enhance understanding, connect concepts, and foster statistical intuition, requiring curriculum reform and innovative pedagogical approaches.

Contribution

It proposes a comprehensive framework for using simulation-based methods across all undergraduate statistics courses to improve statistical thinking and curriculum effectiveness.

Findings

Simulation-based methods improve students' understanding of inference.

Using simulation enhances connections between statistics and probability.

Simulation-based inference fosters deeper engagement with research processes.

Abstract

The use of simulation-based methods for introducing inference is growing in popularity for the Stat 101 course, due in part to increasing evidence of the methods ability to improve students' statistical thinking. This impact comes from simulation-based methods (a) clearly presenting the overarching logic of inference, (b) strengthening ties between statistics and probability or mathematical concepts, (c) encouraging a focus on the entire research process, (d) facilitating student thinking about advanced statistical concepts, (e) allowing more time to explore, do, and talk about real research and messy data, and (f) acting as a firmer foundation on which to build statistical intuition. Thus, we argue that simulation-based inference should be an entry point to an undergraduate statistics program for all students, and that simulation-based inference should be used throughout all undergraduate statistics courses. In order to achieve this goal and fully recognize the benefits of simulation-based inference on the undergraduate statistics program we will need to break free of historical forces tying undergraduate statistics curricula to mathematics, consider radical and innovative new pedagogical approaches in our courses, fully implement assessment-driven content innovations, and embrace computation throughout the curriculum.