Marsha C. Lovett|Joel Greenhouse
Applying Cognitive Theory to Statistics Instruction
Carnegie Mellon University|Center for Innovation|Carnegie Mellon University
abstract article presents five principles learning derived cognitive theory supported empirical results cognitive psychology bridge gap theory practice principles transformed practical guideline exemplified real teaching context argued approach putting cognitive theory practice offer several benefits statistics education means explaining understanding reform efforts work set guidelines help instructors make wellinformed design decisions implementing reforms framework generating new effective instructional innovations