Herman Rubin wrote:
> As I keep stating, a concept is not understood unless it can
> be used. If you cannot use it in situations differing from
> the examples and exercises, you do not understand it.
I cannot argue with that, nor do I wish to. My argument is
with the earlier statement that
>Date: 25 Mar 2000 10:16:10 -0500
>From: [EMAIL PROTECTED] (Herman Rubin)
>Subject: Re: over and above
>
>Concepts are not learned by memorizing words. They are not
>learned until they can be applied to novel problems.
I basically agree but . . .
I am reminded of somethi
In article <[EMAIL PROTECTED]>,
dennis roberts <[EMAIL PROTECTED]> wrote:
>>There is a conflict between practice and experience in that a goal of
>>practice is to reach the point where you carry out the procedure
>>WITHOUT THINKING ABOUT THE UNDERLYING CONCEPTS OR PRINCIPLES. It
>>beomes automate
In article <[EMAIL PROTECTED]>,
Muriel Strand <[EMAIL PROTECTED]> wrote:
>i'm not sure the statement below is true for this strong student. when it comes
>to applying the concepts, you do need to know them inside and out and much of
>that intuition (for me) came from reams of homework problems.
In article <123901bf9599$bc4078e0$[EMAIL PROTECTED]>,
Robert Dawson <[EMAIL PROTECTED]> wrote:
>Herman Rubin wrote:
>> > This might possibly be the case for the weak students, but
>> > not for the strong ones. It is the concepts which are the
>> > most important part, and concepts need little,
>There is a conflict between practice and experience in that a goal of
>practice is to reach the point where you carry out the procedure
>WITHOUT THINKING ABOUT THE UNDERLYING CONCEPTS OR PRINCIPLES. It
>beomes automated and brainless, a skill of the fingers (or toes). For
>that reason, I think
Herman Rubin wrote:
> > snip
> >
> > This might possibly be the case for the weak students, but
> > not for the strong ones. It is the concepts which are the
> > most important part, and concepts need little, if any,
> > practice
and Muriel Strand responded:
> i'm not sure the statement below
- Forwarded message from Herman Rubin -
It is the concepts which are the
most important part, and concepts need little, if any,
practice.
One should give a variety of exercises, and the student
should do as much as is necessary.
- End of forwarded message from Herman Rubin -
i'm not sure the statement below is true for this strong student. when it comes
to applying the concepts, you do need to know them inside and out and much of
that intuition (for me) came from reams of homework problems.
Herman Rubin wrote:
> snip
>
> This might possibly be the case for the weak
In article <[EMAIL PROTECTED]>,
dennis roberts <[EMAIL PROTECTED]> wrote:
>At 08:19 AM 03/21/2000 -0500, Herman Rubin wrote:
>>The purpose of any course should be the development of
>>knowledge and the ability to use it. Even the use of
>>assignments for any other purpose does not contribute to
Hello Dennis,
I teach a couple of "graduate level" survey courses to basic science students,
nursing students, fellows and residents. The purpose of the course, as I see
it, is to give them the tools to read journal articles and to present their own
research. Projects are important for these stu
>Surely one of the important things for students of statistics (and I could
>probably replace that by any other discipline name) to learn is to communicate
>the results of their work to others. For a consulting statistician this is
>clearly an absolutely essential skill, but it also applies for so
dennis roberts wrote:
> grading projects for a first assignment REreminds me that ... some students
> go way above and beyond the call of duty when doing projects ... in my
> case, they have to download a file ... do some analyses ... and then do
> some write up of what they found.
>
> now, som
Surely one of the important things for students of statistics (and I could
probably replace that by any other discipline name) to learn is to communicate
the results of their work to others. For a consulting statistician this is
clearly an absolutely essential skill, but it also applies for someon
At 08:19 AM 03/21/2000 -0500, Herman Rubin wrote:
>The purpose of any course should be the development of
>knowledge and the ability to use it. Even the use of
>assignments for any other purpose does not contribute to
>education. Assignments for the purpose of having the
>students do assignment
On Mon, 20 Mar 2000, dennis roberts wrote:
> some [students] go to a lot to trouble to do very nice documents in a
> word processor and have gone to fancy extents ... whereas others will
> use (minitab is the package in this case) minitab ... and do all their
> work in it (which is possible) a
In article <[EMAIL PROTECTED]>,
dennis roberts <[EMAIL PROTECTED]> wrote:
>grading projects for a first assignment REreminds me that ... some students
>go way above and beyond the call of duty when doing projects ... in my
>case, they have to download a file ... do some analyses ... and then do
grading projects for a first assignment REreminds me that ... some students
go way above and beyond the call of duty when doing projects ... in my
case, they have to download a file ... do some analyses ... and then do
some write up of what they found.
now, some go to alot to trouble to do ver
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