@article{35a39279bb404f65889db03f5282acc6,
title = "Cognitive transfer outcomes for a simulationbased introductory statistics curriculum",
abstract = "Cognitive transfer is the ability to apply learned skills and knowledge to new applications and contexts. This investigation evaluates cognitive transfer outcomes for a tertiary-level introductory statistics course using the CATALST curriculum, which exclusively used simulation-based methods to develop foundations of statistical inference. A common assessment instrument administered at the end of each course measured learning outcomes for students. CATALST students showed evidence of both near and far transfer outcomes while scoring as high, or higher than, on the assessed learning objectives when compared with peers enrolled in similar courses that emphasized parametric inferential methods (e.g., the t-test).",
author = "Beckman, {Matthew D.} and Delmas, {Robert C.} and Joan Garfield",
note = "Funding Information: A comparison of transfer outcomes between students exposed to the CATALST curriculum and those exposed to non-simulation-based introductory courses was conducted to evaluate the effectiveness of the simulation-based inference curriculum. The simulation-based curriculum studied here, and the assessment instrument used, were both developed as part of the CATALST project funded by a grant from the National Science Foundation (NSF). It is also pertinent to note that no common or standardized curriculum was imposed for the non-simulation-based (i.e., non-CATALST) courses; instructors were expected to implement the curriculum that was in use for their course at the time of the study. Publisher Copyright: {\textcopyright} International Association for Statistical Education (IASE/ISI), November, 2017.",
year = "2017",
month = nov,
day = "1",
language = "English (US)",
volume = "16",
pages = "419--440",
journal = "Statistics Education Research Journal",
issn = "1570-1824",
publisher = "International Association for Statistical Education (IASE)",
number = "2",
}