Abstract
| Original language | English |
|---|---|
| Pages (from-to) | 71-77 |
| Number of pages | 7 |
| Journal | Teaching Statistics |
| Volume | 37 |
| Issue number | 3 |
| Early online date | 12 Dec 2014 |
| DOIs | |
| Publication status | Published - 11 Aug 2015 |
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Using a discussion about scientific controversy to teach central concepts in experimental design. / Bennett, Kimberley Ann.
In: Teaching Statistics, Vol. 37, No. 3, 11.08.2015, p. 71-77.Research output: Contribution to journal › Article
TY - JOUR
T1 - Using a discussion about scientific controversy to teach central concepts in experimental design
AU - Bennett, Kimberley Ann
PY - 2015/8/11
Y1 - 2015/8/11
N2 - Students may need explicit training in informal statistical reasoning in order to design experiments or use formal statistical tests effectively. By using scientific scandals and media misinterpretation, we can explore the need for good experimental design in an informal way. This article describes the use of a paper that reviews the measles mumps rubella vaccine and autism controversy in the UK to illustrate a number of threshold concepts underlying good study design and interpretation of scientific evidence. These include the necessity of sufficient sample size, representative and random sampling, appropriate controls and inferring causation.
AB - Students may need explicit training in informal statistical reasoning in order to design experiments or use formal statistical tests effectively. By using scientific scandals and media misinterpretation, we can explore the need for good experimental design in an informal way. This article describes the use of a paper that reviews the measles mumps rubella vaccine and autism controversy in the UK to illustrate a number of threshold concepts underlying good study design and interpretation of scientific evidence. These include the necessity of sufficient sample size, representative and random sampling, appropriate controls and inferring causation.
U2 - 10.1111/test.12071
DO - 10.1111/test.12071
M3 - Article
VL - 37
SP - 71
EP - 77
JO - Teaching Statistics
JF - Teaching Statistics
SN - 0141-982X
IS - 3
ER -