Learning by Invention

Small Group Discussion Activities that Support Learning in Statistics

Datos Bibliográficos

ID11273293
AutoresAndrew F Jarosz (0000-0001-8618-2770, University of Illinois Chicago, autor de correspondencia), Olga Goldenberg (University of Illinois Chicago), Jennifer Wiley (0009-0007-7846-7240, University of Illinois Chicago)
Año2017
Volumen54
Número4
Páginas285-302
Fecha de publicación2017-05-19
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaDiscourse Processes (JOURNAL)
Identificadores de la revistaISSN: 0163-853X • E-ISSN: 1532-6950
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1080/0163853x.2015.1129593
OpenAlexW2484275179
IdiomaEN
Citas recibidas4
Referencias citadas26

Learning by invention is an alternative approach to teaching statistics where students are tasked with attempting to solve a problem before being taught the canonical formula for solving it, often resulting in increased understanding of material compared with traditional instruction. The first study, conducted in a college statistics classroom with mixed-skill groups, extended previous work showing an advantage for learning-by-invention activities compared with a lecture-first control. A second study explored group interactions that led to benefits from learning-by-invention activities. Successful groups were more likely to propose solutions and less likely to propose arbitrary formulas or highlight group members' math skills. The features of small group interactions that may help or harm learning during invention activities are discussed. Notes1 ANOVAs in Study 1 were calculated with Type III sums of squares to account for unbalanced groups

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