Enhancing learning in statistics classes through the use of concrete historical examples: The space shuttle challenger, Pearl Harbor, and the RMS Titanic

Teaching Sociology

Volumn 30, Issue 3, 2002, Pages 361-375

  Schumm, Walter R ^a   Webb, Farrell J ^a   Castelo, Carlos S ^a   Akagi, Cynthia G ^a   Jensen, Erick J ^a   Ditto, Rose M ^a   Spencer Carver, Elaine ^a   Brown, Beverlyn F ^a  

^a KANSAS STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0035995635     PISSN: 0092055X     EISSN: None     Source Type: Journal    
DOI: 10.2307/3211484     Document Type: Article

References (57)

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7. Risk analysis of the space shuttle: Pre-challenger prediction of failure
8. Teaching statistics from the user's perspective
9. Teaching social statistics with simulated data
10. Cutting the red tape
11. Using a research team and microcomputers to teach methodological principles
12. Using SPSS for windows to enhance, not overwhelm, course content
13. Problems in extrapolation illustrated with space shuttle O-ring data
14. Admiral kimmel deserved a better fate
15. Learning by doing: Group projects in research methods classes
16. Using and interpreting logistic regression: A guide for teachers and students
17. Teaching about influence in simple regression
18. The risk of catastrophic failure of the solid rocket boosters on the space shuffle
19. Statistics for sociologists: Teaching techniques that work
20. Connecting the class-room to county characteristics
21. Learning about sampling and measurement by doing content analysis of personal advertisements
22. What's funny about statistics: A technique for reducing student anxiety
23. The admiral's son with an independent spirit
24. Teaching social theory through students' participant-observation
25. Rethinking the graduate seminar
26. Rationality and racism in the ghetto marketplace
27. Learning by doing: The teaching of sociological research methods
28. Teaching understanding and interpretation of logit regression
29. Why is introductory statistics difficult to learn? And what can we do to make it easier?
30. Using a local research center to enhance the teaching of research methodology
31. The fog of war
32. The unbeatable ship that nobody ever heard of
33. Why the poor pay more: An alternative explanation
34. Profits and pitfalls: Thoughts on using a laptop computer and presentation software to teach introductory social statistics
35. Planning and running effective classroom-based exercises
36. Getting more out of less: The benefits of short-term experiential learning in undergraduate sociology courses
37. Teaching students inferential statistics: A 'tail' of three distributions