Monday 17 July 2 p.m. - 3:40 p.m. (Canada/Eastern)
Abstract
Statistical education in social sciences majors is reaching a pivotal point, turning from theory-based learning to a more hands-on approach. To better engage students in statistical learning, especially from this experiential perspective, we propose that it should occur at 3 key moments: during childhood and adolescence (taking advantage of the STEM approach), during university (with strong pedagogical innovation) and in adulthood (through lifelong learning). To illustrate the proposal, we show some affirmative actions we developed at the Universidad del Rosario (Colombia)
