Adapting the Passion-Driven Statistics Curriculum for Transition to High School

Autor/inn/en	Rose, Jennifer S.; Dierker, Lisa C.
Titel	Adapting the Passion-Driven Statistics Curriculum for Transition to High School
Quelle	In: Teaching Statistics: An International Journal for Teachers, 42 (2020) 1, S.10-16 (7 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rose, Jennifer S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-982X
DOI	10.1111/test.12209
Schlagwörter	Statistics; Mathematics Curriculum; Curriculum Development; High School Students; Active Learning; Student Projects; Interdisciplinary Approach; Student Characteristics; Grade 9; Early Adolescents; Instructional Effectiveness; Student Experience; Programming; Summer Programs; Disadvantaged Youth; Acceleration (Education); Inquiry + Suchen Sie Ihr Suchwort? Statistik; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Aktives Lernen; Schulprojekt; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; School year 09; 9. Schuljahr; Schuljahr 09; Unterrichtserfolg; Studienerfahrung; Programmierung; Sommerkurs; Benachteiligter Jugendlicher; Acceleration; Beschleunigung
Abstract	We adapted a multidisciplinary, project-based curriculum to introduce high school students to statistical inquiry. We examined student background characteristics, learning experiences, and course outcomes for 30 students aged 12 to 14 entering ninth grade who were involved in a 1-week, accelerated version of a Passion-Driven Statistics curriculum. On average, students rated the experience as very rewarding and the majority (70.0%) felt they had accomplished more than they had expected. Over half found the course more useful compared with other courses they had taken, and two-thirds reported receiving more individualized support. Over 70% reported interest in taking a future programming course, despite the fact that most of them entered the course with no previous programming experience. Results suggest that a multidisciplinary project-based curriculum could be adapted to an accelerated 1-week summer experience for youth as young as 12 from underrepresented communities, providing a model that introduces statistical inquiry in an engaging manner. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01