On the Misinterpretation of Histograms and Box Plots

Autor/inn/en	Lem, Stephanie; Onghena, Patrick; Verschaffel, Lieven; Van Dooren, Wim
Titel	On the Misinterpretation of Histograms and Box Plots
Quelle	In: Educational Psychology, 33 (2013) 2, S.155-174 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2012.674006
Schlagwörter	Graphs; Data Interpretation; College Freshmen; Design; Statistical Distributions; Accuracy; Logical Thinking; Heuristics; Foreign Countries; Regression (Statistics); Belgium + Suchen Sie Ihr Suchwort? Grafische Darstellung; Data evaluation; Datenauswertung; Studienanfänger; Wahrscheinlichkeitsverteilung; Heuristik; Ausland; Regression; Regressionsanalyse; Belgien
Abstract	Recent studies have shown that the interpretation of graphs is not always easy for students. In order to reason properly about distributions of data, however, one needs to be able to interpret graphical representations of these distributions correctly. In this study, we used Tversky's principles for the design of graphs to explain how 125 first-year university students interpreted histograms and box plots. We systematically varied the representation that accompanied the tasks between students to identify how the design principles affected students' reasoning. Many students displayed misinterpretations of histograms and box plots, despite the fact that they had the required knowledge and time to interpret the representations correctly. We argue that the combination of dual process theories and Tversky's design principles provides a promising theoretical framework, which leads to various possibilities for future research. (Contains 5 tables, 3 figures, and 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10