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What is Statistics? (Continued)
StatisticalModelsareQuantitativeRepresentations
Objectives of aStatisticalModelCan Usuallybe
Expressed inTwoQuestions:
Canwe representthe basic(i.e., mostinteresting)
characteristics ofthe phenomenonunderobservationusing
asmall setofdescriptivequantities orvalues (called
“statistics”)?
Canwe generalizefromthedescriptionof theimmediate
setofobjectsweobservetothebroaderclass of objects
fromwhichourobservations weredrawn?
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What is Statistics? (Continued)
Statistics InvolvesFour Typesof Tasks
Description
Inference
Guidefordecision-making
Assessingclaims ofcausality
No Matter How ComplextheImmediate Context,
StatisticalAnalysisAlwaysInvolvesSome
Combination of TheseFour Elements
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General Approach to Presenting Class Material, I
Rigorous, But Relaxed
Emphasisonusingstatistics toaddresssubstantive
questions
Still needtoappreciate(andnotbeintimidatedby)the
quantitativetoolsthat areusedforthispurpose
Earlyinclass, spendtimeonnomenclatureandtoolsof
special relevance forsubjectmatterthroughout theterm
Avoid Atmospherein Which Formulas“Drop From
Nowhere”
Explainlogicunderlyingstatistical tools
Show explicitlyhowsubstantive considerations maponto
thecalculationsofdescriptivestatistics
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General Approach to Presenting Class Material, II
Use SpecificExamplesand ArticlestoIntroduce
Topics?
IllustratesBroad Relevanceof StatisticalReasoning
Can beVeryTricky
Difficulttofindsimpleand“pure”examplesofbasic
statisticalconcepts
Useofmanydifferentexamplescan beconfusing
(especiallywhenjuxtaposedagainstnewstatistical
concepts andtheassociatedunfamiliarmathematics)
Iprefer to pointstudentstoward additionalexamples
aftercovering conceptsand techniquesin class.
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General Approach to Presenting Class Material, III
Present aSingleSubstantive Question toMotivate
StatisticalMaterial
Contentmust bereasonable, readilycomprehensible,and
interestingtostudents fromavariety ofsubstantive
backgrounds
Ifpossible, articulateasimpletheory(orevenbetter,two
competingtheories) in questionform
Utilityof theSingleSubstantiveQuestion
Providesaunifyingthemefortheclass
Eachnew topicortechniquecanbeillustratedby reference
toafamiliarquestion
Be Sureto Emphasizethat PrinciplesGeneralizeto
Other SubstantiveContexts!
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General Approach to Presenting Class Material, IV
Obtain or CreateaDataset to TesttheTheory(and Use
for ExampleCalculations)
Relativelysmall—entiredatasetshouldfitononepage,in
tabularform
Datasetshouldincludeeach kindofsituation thatwill be
encountered in theclass
Such DatasetsareDifficult to Find!
Oftennecessary to modifydatafromoriginal forminorder
toremove“tricky”or“messy”details
Besuretoissueappropriatedisclaimerstoavoid
inappropriateuseafterclass isfinished!
ManyInstructors UseaClassSurveyto Createthe
Dataset
Three Ways to Present Statistical Information
VerbalLanguage(i.e.,Words)
Pro: Familiarity andreal-world relevance
Con: Impreciseandlimitedvocabulary
MathematicalLanguage(i.e.,Equations)
Pro: Precisionandefficiency
Con: Unfamiliarand intimidating;notconnectedto
substantive motivation
PictorialLanguage(i.e., Graphs)
Pro: Relativelyintuitiveandaestheticallyinteresting
Con: Sometimes difficult to linkgraphicalelementsto
statisticalquantities
Combining the Three Presentation Modes
Pros
Increaseschancesof“hitting”eachstudent’s preferredstyle
of learningnewinformation
Variedpresentations provideadditionalinsightsabout
concepts
Forcesstudents to bringseveral perspectives tobear ona
problem
Cons
Takesagreatdeal ofclassroomtimetouseallthree
presentationmodes
Studentsmayfocus ontheonemodetheylikebest,and
ignoretheothers.
Potential forgeneratingconfusionandfrustration
Computing, I
IDo NOT UsetheComputer in theIntroductoryClass
Tooeasy for computingtobecomethefocusofstudent
activity
Emphasizetheimportanceofhavingagoodcalculatorand
knowinghowtouseit.
Even in Higher-LevelClasses,IBegin with Hand
Calculations
Encouragesfamiliaritywiththeformulasandmoreeffective
learningabouttheconcepts
Attheveryleast, makesstudentsappreciatethecomputer
as alabor-saving device
Computing, II
Choiceof SoftwarePackage
Pointandclickmenus areokayforintroductoryclasses
Iprefercommandlinesforanythingafterthefirstcourse
Instruction in Computing
Devoteoneclass session toalabintroducingthesoftware
package
Oneormoreadditional (optional)labsessions
Usehandouts showingcompletecomputingsessions to
illustratecommands andfunctionsneededforthecourse
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