When perceived informativity is not enough. How teachers perceive and interpret statistical results of educational research.

Autor/inn/en	Schmidt, Kirstin; Edelsbrunner, Peter Adriaan; Rosman, Tom; Cramer, Colin; Merk, Samuel
Titel	When perceived informativity is not enough. How teachers perceive and interpret statistical results of educational research.
Quelle	In: Teaching and teacher education, 130 (2023) Art. 104134, 13 S.Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben; Tabellen
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2023.104134
Schlagwörter	Bildungsforschung; Pädagogische Psychologie; Lehrer; Wissenschaftskommunikation; Statistik
Abstract	Teachers are encouraged to inform their professional actions by evidence. Consequently, it is important to know how they perceive and understand statistical results. In a representative sample of 414 teachers, we presented typical descriptions of inferential statistics and effect sizes. Results suggest that teachers perceive the standard significance statement, Cohen's U3, and a combined description of inferential statistic and effect size as most informative. Overall, however, they do not disentangle inferential sta- tistics and effect sizes correctly. Designing informative and easy-to-understand science communication appears to be challenging. Hence, we suggest to also foster teachers' research literacy to improve their evidence-informed actions.
Erfasst von	Externer Selbsteintrag
Update	2025/1