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1.
Students can struggle to understand and use terms that describe probabilities. Such struggles lead to difficulties comprehending classroom conversations. In this article, we describe some specific misunderstandings a group of students (ages 11–12) held in regard to vocabulary such as certain, likely and unlikely. We discuss our efforts to help the students use such terms appropriately. In particular, we show how engaging students in a game requiring the use of the terms helped them begin to develop their vocabulary more fully. We also explain how a probability ladder visual organizer helped students begin to organize their thinking about the meanings of terms relative to one another.  相似文献   

2.
This paper shows how the variance and standard deviation can be represented graphically by looking at each squared deviation as a graphical object – in particular, as a square. A series of displays show how the standard deviation is the size of the average square.  相似文献   

3.
We consider how probability theory can be used to increase one's chances of winning in the new television game show The Colour of Money.  相似文献   

4.
Many students have difficulty seeing the conceptual ‘link’ between bivariate data displayed in a scatterplot and the statistical summary of the relationship, r. This article shows how to teach (and compute) r such that each datum's ‘direct’ and ‘indirect’ influences are made apparent and used in a new formula for calculating Pearson's r.  相似文献   

5.
ABSTRACT

In this paper, I discuss the concepts “teaching” and “learning” and investigate the connections between them. Starting from the perspective on teaching and learning expressed in The European Qualifications Framework (EQF), I analyse three theses on the concept of teaching: the Dewey-thesis, the Standard-thesis and the Hirst-thesis, identifying problems in the established definitions. Following Hirst, I contend that teaching is an intention, hence a potential, having learning as its possible realization. That the learning is only possible is the papers main argument, since it explains how and why (the quality of) input is vitally important in educational settings. This idea is in direct opposition to the view in the EQF. In consequence, I argue that the connection between teaching and learning is teleological as opposed to mechanical. By way of contrast, I distinguish my understanding from Ryle-like analyses of teaching as task and learning as achievement, and argue that on a teleological understanding, teaching might be considered an achievement in its own right.  相似文献   

6.
ABSTRACT

Students’ attitude towards science (SAS) is often a subject of investigation in science education research. Survey of rating scale is commonly used in the study of SAS. The present study illustrates how Rasch analysis can be used to provide psychometric information of SAS rating scales. The analyses were conducted on a 20-item SAS scale used in an existing dataset of The Trends in International Mathematics and Science Study (TIMSS) (2011). Data of all the eight-grade participants from Hong Kong and Singapore (N?=?9942) were retrieved for analyses. Additional insights from Rasch analysis that are not commonly available from conventional test and item analyses were discussed, such as invariance measurement of SAS, unidimensionality of SAS construct, optimum utilization of SAS rating categories, and item difficulty hierarchy in the SAS scale. Recommendations on how TIMSS items on the measurement of SAS can be better designed were discussed. The study also highlights the importance of using Rasch estimates for statistical parametric tests (e.g. ANOVA, t-test) that are common in science education research for group comparisons.  相似文献   

7.
We explain how to simulate both univariate and bivariate raw data sets having specified values for common summary statistics. The first example illustrates how to ‘construct’ a data set having prescribed values for the mean and the standard deviation – for a one‐sample t test with a specified outcome. The second shows how to create a bivariate data set with a specified correlation coefficient.  相似文献   

8.
This article is based on classroom application of a problem story constructed by Amos Tversky in the 1970s. His intention was to evaluate human beings' intuitions about statistical inference. The problem was revisited by his colleague, the Nobel Prize winner Daniel Kahneman. The aim of this article is to show how popular science textbooks can serve as a source for rich classroom activity, with a little care in the implementation by teachers. Kahneman describes the problem as ‘standard’ and answers using a fixed point number. I describe how I have encouraged my students to challenge the certainty of this assertion by identifying ambiguities that are left unexplained in the story. This way, I claim to stimulate individuals to indeed move towards Thinking, Fast and Slow, the title of Kahneman's book.  相似文献   

9.
Pupils in England and Wales are increasingly being asked to undertake investigative‐type work, be it the new compulsory projects in data handling for GCSE Mathematics (age 14–16) (see Browne 2002 ) or the Key Skills topic application of number. This article shows how teachers can generate realistic project scenarios using real data and produce indicative model solutions from the same data. The projects range from simple presentational problems for data, through hypothesis testing to complex modelling scenarios.  相似文献   

10.
Users assume statistical software packages produce accurate results. In this article, the authors systematically examined Statistical Package for the Social Sciences (SPSS) and Statistical Analysis System (SAS) for 3 analysis of variance (ANOVA) designs, mixed-effects ANOVA, fixed-effects analysis of covariance (ANCOVA), and nested ANOVA. For each model, the authors examined 3 different data sets. With the mixed-effects design, results were always correct for SPSS syntax and SAS syntax. For SPSS point-and-click, the F and p values for the random-effect were always incorrect as the wrong error term is used. With the ANCOVA design, results varied both by software package and by type of sums of squares. With the nested design, the p values for the F and multiple comparison procedure did not agree for the nonnested factor in SPSS point-and-click. Recommendations were made regarding which package to use for each design.  相似文献   

11.
The objective of this study was to construct a teaching strategy for facilitating students’ conceptual understanding of the boiling concept. The study is based on 52 freshman students in the primary science education department. Students’ ideas were elicited by a test consisting of nine questions. Conceptual change strategy was designed based on students’ alternative conceptions. Conceptual change in students’ understanding of boiling was evaluated by administering a pre-, post- and delayed post-test. The test scores were analysed both by qualitative and quantitative methods. Statistical analysis using one-way ANOVA of student test scores pointed to statistically significant differences in the tests and total scores (p < 0.05). Quantitative analysis of students’ responses on each test revealed different schema about changing their knowledge system. Both qualitative and quantitative analyses suggest that the teaching activities facilitated students’ conceptual understanding. No statistically significant differences were found between post-test and delayed post-test scores, suggesting that the teaching strategy enabled students to retain their new conceptions in the long-term memory.  相似文献   

12.
The Hunger Games is an annual event in the fictional country of Panem. Each year, 24 children (tributes) are chosen by lottery from 12 districts to fight to the death in the arena for the entertainment of the Capitol citizens. Using statistical analysis and computer simulations, we will explore the possibility that the Gamemakers, those in charge of planning the Hunger Games, fixed the lottery. Using the fictitious data from Suzanne Collins' book the Hunger Games, we show how students can learn how to perform a permutation goodness of fit test.  相似文献   

13.
This study sought to identify specific types of discussion-based strategies that two successful high school physics teachers using a model-based approach utilized in attempting to foster students' construction of explanatory models for scientific concepts. We found evidence that, in addition to previously documented dialogical strategies that teachers utilize to engage students in effectively communicating their scientific ideas in class, there is a second level of more cognitively focused model-construction-supporting strategies that these teachers utilized in attempting to foster students' learning. A further distinction between macro and micro strategy levels within the set of cognitive strategies is proposed. The relationships between the resulting three levels of strategies are portrayed in a diagramming system that tracks discussions over time. The study attempts to contribute to a clearer understanding of how discussion-leading strategies may be used to scaffold the development of conceptual understanding.  相似文献   

14.
ABSTRACT

Physical and virtual experimentation are thought to have different affordances for supporting students’ learning. Research investigating the use of physical and virtual experiments to support students’ learning has identified a variety of, sometimes conflicting, outcomes. Unanswered questions remain about how physical and virtual experiments may impact students’ learning and for which contexts and content areas they may be most effective. Using a quasi-experimental design, we examined eighth grade students’ (N?=?100) learning of physics concepts related to pulleys depending on the sequence of physical and virtual labs they engaged in. Five classes of students were assigned to either the: physical first condition (PF) (n?=?55), where students performed a physical pulley experiment and then performed the same experiment virtually, or virtual first condition (VF) (n?=?45), with the opposite sequence. Repeated measures ANOVA’s were conducted to examine how physical and virtual labs impacted students’ learning of specific physics concepts. While we did not find clear-cut support that one sequence was better, we did find evidence that participating in virtual experiments may be more beneficial for learning certain physics concepts, such as work and mechanical advantage. Our findings support the idea that if time or physical materials are limited, using virtual experiments may help students understand work and mechanical advantage.  相似文献   

15.
This paper presents a contingency theory of approaches to teaching in Higher Education adopted by university academics who teach heterogeneous student cohorts within a changing university context. The study is located within the substantive context of academics within Australian universities who teach within the broad field of management studies. Orthodox grounded theory is employed to generate a contingency typology comprised of four separate teaching approaches: Distancing, Adapting, Clarifying, and Relating. The model demonstrates how academics utilise a variety of teaching approaches to address their ‘main concern’, namely maintaining their professional competence within the context of a rapidly changing university landscape and significantly heterogeneous groups of students. We have labelled this process ‘Maintaining Competence’. This model stresses the importance of the twin forces of structure and individual agency in determining teaching approaches. It emphasises the value of analysing what academics actually do in the classroom situation, rather than concentrating on normative assumptions of what they should do in terms of best practice.  相似文献   

16.
Cadaveric dissection offers an important opportunity for students to develop their ideas about death and dying. However, it remains largely unknown how this experience impacts medical students' fear of death. The current study aimed to address this gap by describing how fear of death changed during a medical gross anatomy dissection course and how fear of death was associated with examination performance. Fear of death was surveyed at the beginning of the course and at each of the four block examinations using three of the eight subscales from the Multidimensional Fear of Death Scale: Fear of the Dead, Fear of Being Destroyed, and Fear for the Body After Death. One hundred forty-three of 165 medical students (86.7%) completed the initial survey. Repeated measures ANOVA showed no significant changes in Fear of the Dead (F (4, 108) = 1.45, P = 0.222) or Fear for the Body After Death (F (4, 108) = 1.83, P = 0.129). There was a significant increase in students' Fear of Being Destroyed (F (4, 108) = 6.86, P < 0.0005) after beginning dissection. This increase was primarily related to students' decreased willingness to donate their body. Concerning performance, there was one significant correlation between Fear for the Body After Death and the laboratory examination score at examination 1. Students with higher fears may be able to structure their experience in a way that does not negatively impact their performance, but educators should still seek ways to support these students and encourage body donation.  相似文献   

17.
Ira Shor's book, When Students Have Power, provides a detailed account of negotiated learning in a contemporary university setting. Weaving recollections of personal experience with educational theory, Shor builds a rich, complex picture of his unique approach to critical pedagogy. This article draws attention to some of the key stylistic and substantive strengths of the book, considers the question of how authority might best be exercised in the classroom, and comments on some of the limits to liberating education.  相似文献   

18.
This is a review of the book The Teaching Transgender Toolkit by Eli R. Green and Luca Maurer (2015 Green, E. R., &; Maurer, L. (2015). The teaching transgender toolkit: A facilitator's guide to increasing knowledge, decreasing prejudice &; building skills. Ithaca, NY: Planned Parenthood of the Southern Finger Lakes. [Google Scholar]). Overall, the book is an extremely helpful guide for facilitators of varying skill levels and gender identities implementing educational interventions. The authors' familiarity with the range of participant/learner responses led them to include several helpful components. With helpful sections on how to use the book, how to compile lessons to conduct one's own trainings, and resources for further reading, the authors effectively give educators the tools they need to educate various populations about transgender identities. Limitations include the ever-changing language around gender identities and the lack of specific focus on workplace discrimination. The authors do include an online, frequently updated resource for changing terminology. This is a recommended resource for those who educate about gender and gender identity.  相似文献   

19.
This article outlines an experiment that leads one to discover and verify that S is a biased estimator of σ.  相似文献   

20.
A report from the National Endowment for the Arts, among much other such research, reveals that literacy is in serious decline in America. Ramifications of this decline extend beyond English and language departments to affect all other disciplines, ultimately raising the question of how a democracy can function when its citizens abandon the written word. There are ways, David Rothman says, for academics to counteract this trend, venturing outside the walls to foster the literacy of younger children. Those who take on such challenges may find that departmental politics recede somewhat, and they may rediscover faith in the possibilities of education-and even in themselves.
David J. RothmanEmail:
David J. Rothman   has taught for years in both higher education and K-12. He is currently at Western State College in Crested Butte, CO, where he conducts courses in Composition and Basic Writing. His second book of poems The Elephant’s Chiropractor, was runner-up for the 1999 Colorado Book Award.  相似文献   

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