Literaturnachweis - Detailanzeige
| Autor/inn/en | Tu, Wendy; Snyder, Martha M. |
|---|---|
| Titel | Developing Conceptual Understanding in a Statistics Course: Merrill's First Principles and Real Data at Work |
| Quelle | In: Educational Technology Research and Development, 65 (2017) 3, S.579-595 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Tu, Wendy) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1042-1629 |
| DOI | 10.1007/s11423-016-9482-1 |
| Schlagwörter | Statistics; College Students; Educational Change; Active Learning; Educational Principles; Blended Learning; Introductory Courses; Instructional Design; Curriculum Implementation; Abstract Reasoning; Thinking Skills; Mixed Methods Research; Data Analysis; Instructional Effectiveness; Literacy; Knowledge Level; Vocabulary |
| Abstract | Difficulties in learning statistics primarily at the college-level led to a reform movement in statistics education in the early 1990s. Although much work has been done, effective learning designs that facilitate active learning, conceptual understanding of statistics, and the use of real-data in the classroom are needed. Guided by Merrill's First Principles of Instruction (First Principles), a blended, introductory college-level statistics course that incorporated real data was designed and implemented. A single descriptive case design was used to investigate how the course design facilitated learning and the development of statistical conceptual understanding (i.e., statistical literacy, reasoning, and thinking skills). Results from both quantitative and qualitative data analyses indicated that the course designed using First Principles as a guide was effective in promoting students' conceptual understanding in terms of literacy, reasoning, and thinking statistically. However, students' statistical literacy, specifically, the understanding of statistical terminology did not develop to a satisfactory level as expected. (As Provided). |
| Anmerkungen | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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