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Marsha C. Lovett and Joel B. Greenhouse
This paper presents five principles of learning, derived from
cognitive theory and supported by empirical results in cognitive
psychology. To bridge the gap between theory and practice, each of
these principles is transformed into a practical guideline and
exemplified in a real teaching context. It is argued that this
approach of putting cognitive theory into practice can offer several
benefits to statistics education: a means for explaining and
understanding why reform efforts work, a set of guidelines that can
help instructors make well-informed design decisions when implementing
these reforms, and a framework for generating new and effective
instructional innovations.
Keywords: Statistical education, Instructional technique, Pedagogy