418
Views
1
CrossRef citations to date
0
Altmetric
Original Articles

Assessing Knowledge Structures in a Constructive Statistical Learning Environment

, , , &

References

  • Ausubel, D. P., and Youssef, M. (1963), “Role of Discriminability in Meaningful Parallel Learning”, Journal of Educational Psychology, 54, 331–336.
  • Birenbaum, M. (1996), “Assessment 2000: Towards a Pluralistic Approach to Assessment,” in Alternatives in assessment of achievements, learning processes and prior knowledge, eds. M. Birenbaum and F. J. R. C. Dochy, Boston: Kluwer Academic Publishers, 3–30.
  • Chiesi, H. L., Spilich, G. J., and Voss, J. F. (1979), “Acquisition of Domain-related Information in Relation to High and Low Domain Knowledge,” Journal of Verbal Learning and Verbal Behavior, 18, 257–273.
  • Cobb, P. (1994), “Constructivism and Learning,” in International Encyclopedia of Education (2nd ed.), eds. T. Husen and T. N. Postlewhaite, Oxford: Pergamon, 1040–1052.
  • De Corte, E. (1990), “Acquiring and Teaching Cognitive Skills: A State-of-the-art of Theory and Research,” in European perspectives in psychology (Vol. 1), eds. P. J. D. Drenth, J. A. Sergeant, and R. J. Takens, London: John Wiley and Sons, 237–263.
  • Frederiksen, N. (1984), “The Real Test Bias: Influences of Testing on Teaching and Learning,” American Psychologist, 39, 193–202.
  • Garfield, J. B. (1993), “Teaching Statistics Using Small-Group Cooperative Learning,” Journal of Statistics Education [Online], 1(1).(ww2.amstat.org/publications/jse/v1n1/garfield.html)
  • Giraud, G. (1997), “Cooperative Learning and Statistics Instruction,” Journal of Statistics Education [Online], 5(3).(ww2.amstat.org/publications/jse/v5n3/giraud.html)
  • Hogg, R. V. (1992), “Towards Lean and Lively Courses in Statistics,” in Statistics for the Twenty-First Century, eds. F. Gordon and S. Gordon, MAA Notes No. 26, Washington, DC: Mathematical Association of America, 3–13.
  • Imbos, T., Janssen, M. P. E., and Berger, M. P. F. (1996), Methodologie en Statistiek 1, Maastricht: Universitaire Pers Maastricht.
  • Keeler, C. M., and Steinhorst, R. K. (1995), “Using Small Groups to Promote Active Learning in the Introductory Statistics Course: A Report from the Field,” Journal of Statistics Education [Online], 3(2).(ww2.amstat.org/publications/jse/v3n2/keeler.html)
  • Kilpatrick, J. (1987), “What Constructivism Might be in Mathematics Education,” in Proceedings of the Eleventh Conference of the International Group for the Psychology of Mathematics Education, eds. J. C. Bergeron, N. Herscovics, and C. Kieran, Montreal, 2–27.
  • Kintsch, W. (1988), “The Role of Knowledge in Discourse Comprehension: A Construction-Integration Model,” Psychological Review, 95, 163–182.
  • Kintsch, W., and van Dijk Dijk, T. (1978), “Towards a Model of Text Comprehension and Production,” Psychological Review, 85, 363–394.
  • Levine, A. G., McGuire, C. H., and Natress, L. W. (1970), “The Validity of Multiple-Choice Achievement Tests as a Measure of Competence in Medicine,” American Educational Research Journal, 7, 69–82.
  • Lock, R. H., and Moore, T. L. (1992), “Low-Tech Ideas for Teaching Statistics,” in Statistics for the Twenty-First Century, eds. F. Gordon and S. Gordon, MAA Notes No. 26, Washington, DC: Mathematical Association of America, 99–108.
  • Magel, R. C. (1998), “Using Cooperative Learning in a Large Introductory Statistics Class,” Journal of Statistics Education [Online], 6(3).(ww2.amstat.org/publications/jse/v6n3/magel.html)
  • McNamara, D. S., Kintsch, E., Songer-Butler, N., and Kintsch, W. (1996), “Are Good Texts Always Better? Interactions of Text Coherence, Background knowledge, and Levels of Understanding in Learning From Text,” Cognition and Instruction, 14, 1–43.
  • McNamara, D. S., and Kintsch, W. (1996), “Learning From Texts: Effects of Prior Knowledge and Text Coherence,” Discourse Processes, 22, 247–288.
  • Roberts H. V. (1992), “Student-Conducted Projects in Introductory Statistics Courses,” in Statistics for the Twenty-First Century, eds. F. Gordon and S. Gordon, MAA Notes No. 26, Washington, DC: Mathematical Association of America, 109–121.
  • Scheaffer, R. L. (1992), “Data, Discernment and Decisions: An Empirical Approach to Introductory Statistics,” in Statistics for the Twenty-First Century, eds. F. Gordon and S. Gordon, MAA Notes No. 26, Washington, DC: Mathematical Association of America, 69–82.
  • Schmidt, H. G., and Boshuizen, H. P. A. (1993), “On the Origin of Intermediate Effects in Clinical Case Recall,” Memory and Cognition, 21, 338–351.
  • Shuell, T. J. (1986), “Cognitive Conceptions of Learning,” Review of Educational Research, 56, 411–436.
  • Smith, G. (1998), “Learning Statistics by Doing Statistics,” Journal of Statistics Education [Online], 6(3).(ww2.amstat.org/publications/jse/v6n3/smith.html)
  • Spilich, G. J., Vesonder, G. T., Chiesi, H. L., and Voss, J. F. (1979), “Text Processing of Domain-related Information for Individuals With High and Low Domain Knowledge,” Journal of Verbal Learning and Verbal Behavior, 18, 275–290.
  • Tanner, M. A., and Wardrop, R. (1992), “Hands-on Activities in Introductory Statistics,” in Statistics for the Twenty-First Century, eds. F. Gordon and S. Gordon, MAA Notes No. 26, Washington, DC: Mathematical Association of America, 122–128.
  • Van Boxtel, C., Van der Linden, J., and Kanselaar, G. (2000), “Collaborative Learning Tasks and the Elaboration of Conceptual Knowledge,” Learning and Instruction, 10, 311–330.
  • Van de Wiel, M. W. J., Schmidt, H. G., and Boshuizen, H. P. A. (2000), “Knowledge Restructuring in Expertise Development: Evidence From Pathophysiological Representations of Clinical Cases by Students and Physicians,” European Journal of Cognitive Psychology, 12, 323–355.
  • Von Glasersfeld, E. (1995), “A Constructivist Approach to Teaching,” in Constructivism in Education, eds. L. P. Steffe and J. Gale, Hillsdale, NJ: Lawrence Erlbaum Associates, 3–16.
  • Wheatley, G. H. (1991), “Constructivist Perspectives on Science and Mathematics Learning,” Science Education, 75, 9–21.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.