Developing conceptual understanding of statistics requires an instructional format that adjusts cognitive load to the student’s level of expertise in order to optimize motivation to learn. Structuring the material to be learned and guiding self-explanation of what is learned will diminish fear and postponing behavior on the part of the student, it will stimulate students to engage in meaningful learning, which will help them to keep an overview and develop conceptual understanding of the subject matter. These aims of education form the pillars of the educational method presented in this paper: the method of propositional manipulation (MPM).
(Tuesday 13th, 14:00-16:00)
Jimmie Leppink (The Netherlands)