Forward teaching: Recommendations for improving statistical literacy in psychological and behavioral sciences
- Published
- Accepted
- Subject Areas
- Psychiatry and Psychology, Science and Medical Education, Statistics
- Keywords
- Statistical literacy, Evidence based teaching, Teaching of psychology, Statistics anxiety, Statistics education
- Copyright
- © 2017 Ruggeri
- Licence
- This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, reproduction and adaptation in any medium and for any purpose provided that it is properly attributed. For attribution, the original author(s), title, publication source (PeerJ Preprints) and either DOI or URL of the article must be cited.
- Cite this article
- 2017. Forward teaching: Recommendations for improving statistical literacy in psychological and behavioral sciences. PeerJ Preprints 5:e3265v1 https://doi.org/10.7287/peerj.preprints.3265v1
Abstract
To improve outcomes in statistics education - namely the acquisition of statistical literacy - we need a new approach to how the subject is delivered in psychology and behavioral sciences. To do this, key indicators and impacts of barriers to learning statistics can be utilized from existing evidence from recent findings on statistical literacy. Using these, this paper proposes nine elements seen as critical for improving the delivery and associated outcomes for statistics teaching in higher education. Each of the nine elements may be systematically assessed and translated for wider use if effective.
Author Comment
This is a draft version of the full article. I have previously attempted to publish but the nature of the article does not fit a particular article type nor is it fit for journalistic or blog-type channels. A revision will be made to the opening based on a recent study that further establishes the need for the paper. It is not intended to move onward for further publication after finished in the preprint.