Game—Constructivist Exercises to Enhance Teaching of Probability and Statistics for Engineers

Kingsley A. Reeves (), Victor Hernandez-Gantes (), Grisselle Centeno () and Carolina Gushi Nurnberg ()
Additional contact information
Kingsley A. Reeves: Department of Industrial and Management Systems Engineering, University of South Florida, Tampa, Florida 33620
Victor Hernandez-Gantes: Department of Leadership, Counseling, Adult, Career and Higher Education, University of South Florida, Tampa, Florida 33620
Grisselle Centeno: Department of Data Science and Business Analytics, Florida Polytechnic University, Lakeland, Florida 33805
Carolina Gushi Nurnberg: Department of Industrial and Management Systems Engineering, University of South Florida, Tampa, Florida 33620

INFORMS Transactions on Education, 2021, vol. 22, issue 1, 55-64

Abstract: A challenge in engineering education is the dominance of passive instructional methods such as lectures and memorization of facts. Constructivist teaching strategies, in contrast, increase students’ engagement, link what students learn to meaningful contexts, and potentially help students to better organize and transfer knowledge. In this paper, we present 12 exercises developed to aid in the incorporation of constructivist instructional approaches into an introductory probability and statistics engineering course. The objective of this paper is to disseminate the exercises for broader use and report on the experiences of using these exercises for the past 10 years.

Keywords: teaching statistics; teaching probability; active learning; collaborative learning; constructivism (search for similar items in EconPapers)
Date: 2021
References: View complete reference list from CitEc
Citations:

Downloads: (external link)
http://dx.doi.org/10.1287/ited.2021.0246 (application/pdf)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:inm:orited:v:22:y:2021:i:1:p:55-64

Access Statistics for this article

More articles in INFORMS Transactions on Education from INFORMS Contact information at EDIRC.
Bibliographic data for series maintained by Chris Asher ().