Abstract

We discuss the project-based approach as a method for teaching and learning applied statistics. The method is rooted in two key foundations: the didactic perspective of classroom organization for efficient learning and the historical roots of statistics, which are driven by practical applications that have significantly influenced its development. Modern educators face the challenge of maintaining students' attention and engagement in class, particularly in virtual environments. Traditional teaching methods often lead to disengagement and high dropout rates. We argue that the focus of didactic analysis should shift from problem-solving to knowledge acquisition, supported by practical experience. The role of teachers becomes that of a guide, with students learning through hands-on application of statistical concepts within projects.
The project method is presented as an innovative approach for teaching applied statistics. It provides a motivating and meaningful learning experience by allowing students to apply statistical methods to real-world problems. We emphasise the importance of applications in developing key statistical concepts, as advocated by early statisticians like Sir Ronald A. Fisher. Applied work requires students to develop not only technical skills but also problem-solving, teamwork, and communication abilities. Projects enable students to experience the entire statistical process, from formulating research questions to interpreting results. The presentation outlines several case studies, including workshops held during the pandemic, where teachers acted as students working on applied problems using the project method. This approach fosters a deeper understanding of statistics by enabling students to confront the challenges of real-world data analysis. In fact, effective learning requires students to develop their own project topics, which present relevant and challenging questions. The project method encourages autonomy and critical thinking, while also requiring a delicate balance of guidance from educators. The method's success depends on the ability of students to link statistical results to the broader context of the problem they are solving. The presentation concludes by highlighting the benefits of the project method, such as enhanced conceptual understanding and practical skills, which prepare students for future careers in applied statistics.
The project method encourages autonomy and critical thinking, while also requiring a delicate balance of guidance from educators. The method's success depends on the ability of students to link statistical results to the broader context of the problem they are solving. The benefits include enhanced conceptual understanding and practical skills, which prepare students for future careers in applied statistics. As Sir Ronald A. Fisher noted, statistical methods evolved to solve real problems, making the project method ideal for learning.