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Deep Structure Learning and Statistical Literacy
... There is, in addition, an important benefit that appears to accrue from using the case study method terms of ''Deep Structure Learning'' (Patten and Swanson 2003;Swanson 2005;Swanson and McKibben 1999), which is aimed at the development of critical thinking skills (Roberts 2002;Swanson 2005). Students view it more positively than courses not designed using this approach. ...
... There is, in addition, an important benefit that appears to accrue from using the case study method terms of ''Deep Structure Learning'' (Patten and Swanson 2003;Swanson 2005;Swanson and McKibben 1999), which is aimed at the development of critical thinking skills (Roberts 2002;Swanson 2005). Students view it more positively than courses not designed using this approach. ...
... Students view it more positively than courses not designed using this approach. Part of this reason may be that the deep structure learning approach naturally accommodates other features associated with the case studies method-the development of critical thinking skills, the use of real world problems, the emphasis of concepts over mechanics, writing and presentation skills, active cooperative learning and the ''worthwhileness'' of a course (Patten and Swanson 2003;Swanson 2005;Swanson and McKibben 1999). ...
Many faculty members consider using case studies but not all end up using them. We provide a brief review of what cases are intended to do and identify three ways in which they can be used. We then use an example to illustrate how we have used the case study method in teaching business demography. Among other benefits, we note that the case studies method not only encourages the acquisition of skills by students, but can be used to promote "deep structure learning," an approach naturally accommodates other features associated with the case studies method-the development of critical thinking skills, the use of real world problems, the emphasis of concepts over mechanics, writing and presentation skills, active cooperative learning and the "worthwhileness" of a course. As noted by others, we understand the limitations of the case study method. However, given its strengths, we believe it has a place in the instructional toolbox for courses in business demography. The fact that courses we teach is a testament to our perceived efficacy of this tool.
... It is appropriate to close with a statement about the scientific method, which briefly is to develop a hypothesis, gather data and select an appropriate method to study it, and revise the hypothesis as needed. This is an on-going process that also involves thinking probabilistically rather than deterministically (Swanson, 2005). In the publication of the articles providing the baseline and updated forecasts this type of thinking was portrayed, leading hopefully to a better understanding of modeling on the part of the general public. ...
Background: Modeling even simple aspects of the covid-19 pandemic is challenging in the United States because of the sparsity of data. This is unfortunate because it is in local areas where many battles are being waged against the pandemic. Thus, the primary force driving this paper is the development of a simple model framework that requires only sparse data so that people living in counties and small towns will have some idea of what they might be facing, rather than remaining in the dark.
... Thus, beginning their transformation from a "represented" world to world of tacit knowledge that is often ad hoc -that "grows in spots" and is picked up "along the way" rather than being deliberately taught or learned (James, 1907: 168 from Chia andHolt, 2008). Swanson et al. described this transformation as the development of critical thinking skills, the use of real world problems, the emphasis of concepts over mechanics and the "worthwhileness" of a course (Patten and Swanson, 2003;Swanson 2005;Swanson and McKibben, 1999). ...
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