Undergraduate students tend to struggle with probability in their introductory statistics course. Probability problem solving requires several steps. First, students must make sense of the probability scenario, then determine the appropriate probability rules, and finally, execute the procedures to solve the problem. With no previous exposure to probability, this presents too great a cognitive load for many students. Using worked‐out problems then transitioning to partially worked‐out problems in an introductory statistics course at a large university helped students succeed at solving probability problems. The worked‐out problems included writing prompts to encourage self‐explanation of students' thinking through studying the worked‐out examples. This paper explains the use of these instructional principles and their implementation in an introductory statistics course for non‐STEM majors, resulting in higher student achievement and understanding.

中文翻译：

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提供概率的能力：通过锻炼示例来减轻认知负担

本科生在入门统计学课程中倾向于与概率抗争。解决概率问题需要几个步骤。首先，学生必须了解概率方案，然后确定适当的概率规则，最后，执行解决问题的程序。以前没有机会接触过，这对许多学生来说构成了太大的认知负担。在大型大学的统计学入门课程中，使用解决问题的方法，然后过渡到部分解决问题的方法，可以帮助学生成功解决概率问题。解决的问题包括撰写提示，以通过研究解决的实例来鼓励学生自我解释。