Resumen de Power Through Struggle in Introductory Statistics
Melani Autin, Summer Bateiha, Hope Marchionda
Traditional classroom instruction consists of teacher-centered learning in which the instructor presents course material through lectures. A recent trend in higher education is the implementation of student-centered learning in which students take a more active role in the learning process. The purpose of this article is to describe the discomfort one teacher and her students encountered when teaching and learning statistics in a student-centered learning environment. It is meant to illustrate that although asking her students to take a more active role in one section of a statistics course was more uncomfortable than lecturing in another section, the students in this professor's student-centered section may have actually benefited in other ways. We present descriptions of reflections from both the teacher and the students from both sections.
