An Innovative Classroom Approach for Developing Critical Thinkers in the Introductory Statistics Course

Sherri Cheng, Mark Ferris and Jessica Perolio

The American Statistician, 2018, vol. 72, issue 4, 354-358

Abstract: Misrepresented data and data taken out of context can be misleading at best. Statisticians present data to compel arguments, and they have a responsibility to be balanced and transparent in their use of evidence. In the classroom, learning how to analyze, interpret, and report data also needs to include explicit training in critical thinking skills, in which students explore the importance of context, assumptions, and bias. With this in mind, we integrate an innovative, multi-faceted pedagogical approach into an introductory statistics course, which incorporates writing assignments, small group discussion, and Socratic dialog. Our approach provides real-life applications for traditional statistical topics while also helping students learn to use data with integrity, ask important questions, and view problems holistically.

Date: 2018
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DOI: 10.1080/00031305.2017.1305293

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