Assessing knowledge structures in a constructive statistical learning environment
In this report, the method of free recall is put forward as a tool to evaluate a prototypical statistical learning environment. A number of students from the faculty of Health Sciences, Maastricht University, the Netherlands, were required to write down whatever they could remember of a statistics course in which they had participated. By means of examining the free recall protocols of the participants, insight can be obtained into the mental representations they had formed with respect to three statistical concepts. Quantitative as well as qualitative analyses of the free recall protocols showed that the effect of the constructive learning environment was not in line with the expectations. Despite small-group discussions on the statistical concepts, students appeared to have disappointingly low levels of conceptual understanding.
|Active learning, Constructive learning environment, Free recall, Knowledge representation.|
|Journal of Statistics Education: an international journal on the teaching and learning of statistics|
|Organisation||Department of Psychology|
Verkoeijen, P.P.J.L, Imbos, Tj, van de Wiel, M.W.J, Berger, M.P.F, & Schmidt, H.G. (2002). Assessing knowledge structures in a constructive statistical learning environment. Journal of Statistics Education: an international journal on the teaching and learning of statistics, 10, 213–222. Retrieved from http://hdl.handle.net/1765/2855