We review our experiences with both CensusAtSchool and ExperimentsAtSchool over the last 10 years with helping teachers overcome the difficulties of coping with increasingly complex new technologies, larger and more realistic data sets while simultaneously increasing the levels of statistical literacy in students and working more conceptually. We describe our interactive web-based data investigation tool which interacts with our large datasets of real data from learners around the world and describe material and tools that we have used to help improve both teachers’ pedagogy and students’ learning and understanding of statistics. We believe that the next steps in statistics education should include helping teachers enjoy and understand data exploration which, in turn, will help improve students learning of statistics at school level.
{"title":"Real Data AtSchool: New Experiences with Interactive Methods of Data Exploration for Teachers","authors":"Doreen Connor, Mark Crowley, N. Davies","doi":"10.52041/srap.09702","DOIUrl":"https://doi.org/10.52041/srap.09702","url":null,"abstract":"We review our experiences with both CensusAtSchool and ExperimentsAtSchool over the last 10 years with helping teachers overcome the difficulties of coping with increasingly complex new technologies, larger and more realistic data sets while simultaneously increasing the levels of statistical literacy in students and working more conceptually. We describe our interactive web-based data investigation tool which interacts with our large datasets of real data from learners around the world and describe material and tools that we have used to help improve both teachers’ pedagogy and students’ learning and understanding of statistics. We believe that the next steps in statistics education should include helping teachers enjoy and understand data exploration which, in turn, will help improve students learning of statistics at school level.","PeriodicalId":170012,"journal":{"name":"Next Steps in Statistics Education Precedings IASE Satellite Conference","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115456242","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The rather poor students’ performances and the reluctance of students to attend courses were the motives for a project that entails the redesign of conventional statistics courses, into courses designed according to the characteristics of a competence-based approach that integrates research methods, statistics and psychology subjects into holistic authentic tasks throughout the psychology curriculum. This paper presents the findings of the first redesigned course. The competence-based course resulted, compared to the conventional course, into higher students’ performance and higher scores on learning competences, attitudes and motivation.
{"title":"Making statistics meaningful: the merits of a competence-based approach","authors":"Hans van Buuren","doi":"10.52041/srap.09203","DOIUrl":"https://doi.org/10.52041/srap.09203","url":null,"abstract":"The rather poor students’ performances and the reluctance of students to attend courses were the motives for a project that entails the redesign of conventional statistics courses, into courses designed according to the characteristics of a competence-based approach that integrates research methods, statistics and psychology subjects into holistic authentic tasks throughout the psychology curriculum. This paper presents the findings of the first redesigned course. The competence-based course resulted, compared to the conventional course, into higher students’ performance and higher scores on learning competences, attitudes and motivation.","PeriodicalId":170012,"journal":{"name":"Next Steps in Statistics Education Precedings IASE Satellite Conference","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121995311","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In the teaching of introductory statistics to first year students economics and business, the Maastricht University uses a blended learning environment that allows students to design a individualized environment by attuning available learning tools to personal preferences. The blended learning environment consists of tutorials based on the problem-based learning principle, lectures, independent learning and an electronic learning environment based upon knowledge space theory: ALEKS. Usage of only the first component is required; the usage of other components can be set according to individual preferences. In this study, we will focus on the intensity of the use of the electronic learning environment ALEKS and investigate the relationship between this and student learning dispositions in a cluster analytic study. Data of about 4650 students taking this course are used. This study aims to contribute on the topic ‘development of tools to improve students’learning of statistics’.
{"title":"What type of students prefer what components of a blended learning environment? A cluster-analytic investigation","authors":"Dirk T. Tempelaar, B. Rienties, S. S. Loeff","doi":"10.52041/srap.09302","DOIUrl":"https://doi.org/10.52041/srap.09302","url":null,"abstract":"In the teaching of introductory statistics to first year students economics and business, the Maastricht University uses a blended learning environment that allows students to design a individualized environment by attuning available learning tools to personal preferences. The blended learning environment consists of tutorials based on the problem-based learning principle, lectures, independent learning and an electronic learning environment based upon knowledge space theory: ALEKS. Usage of only the first component is required; the usage of other components can be set according to individual preferences. In this study, we will focus on the intensity of the use of the electronic learning environment ALEKS and investigate the relationship between this and student learning dispositions in a cluster analytic study. Data of about 4650 students taking this course are used. This study aims to contribute on the topic ‘development of tools to improve students’learning of statistics’.","PeriodicalId":170012,"journal":{"name":"Next Steps in Statistics Education Precedings IASE Satellite Conference","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114559122","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper aims at stressing the opportunities provided by the web 2.0 for introducing a new approach to statistics in schools and academia. Our approach is supported by two strictly connected motives: first, the web 2.0 new technology, widespread and easy to use, allows strong interactivity, facilitates and encourages a continuous evaluation of the stuff found in the web. Second, students use this technology in their everyday life for communicating, playing, listening to music, downloading movies and also studying. This paper aims at showing that Statistics education could profit from the combination of these two aspects, describing how some websites provide interactive lessons, explanations, information about data (metadata), ways of representing statistical information and so on.
{"title":"Turning web 2.0 tools into tools for teaching statistics","authors":"Giovanni Alfredo Barbieri, Paola Giacché","doi":"10.52041/srap.09303","DOIUrl":"https://doi.org/10.52041/srap.09303","url":null,"abstract":"This paper aims at stressing the opportunities provided by the web 2.0 for introducing a new approach to statistics in schools and academia. Our approach is supported by two strictly connected motives: first, the web 2.0 new technology, widespread and easy to use, allows strong interactivity, facilitates and encourages a continuous evaluation of the stuff found in the web. Second, students use this technology in their everyday life for communicating, playing, listening to music, downloading movies and also studying. This paper aims at showing that Statistics education could profit from the combination of these two aspects, describing how some websites provide interactive lessons, explanations, information about data (metadata), ways of representing statistical information and so on.","PeriodicalId":170012,"journal":{"name":"Next Steps in Statistics Education Precedings IASE Satellite Conference","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131979595","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
We used a scenario-based approach for teaching the tests of hypotheses to veterinary students at The University of Sydney and later administered a questionnaire to a sample of students (n = 24) to obtain information about their perceptions of this approach. Nineteen of the 23 students agreed or strongly agreed that this approach made the subject interesting and easy to follow. Similarly, about 80% of students agreed/strongly agreed that the approach helped them to understand the concepts and gave them an idea of how they might apply biostatistics in their professional lives. Overall, the scenario based approach appeared to be received favourably by the students although further efforts are required to improve students’ generic perceptions about the subject.
{"title":"Scenario-based approach for teaching biostatistics to veterinary students","authors":"N. Dhand, Peter Thomson","doi":"10.52041/srap.09803","DOIUrl":"https://doi.org/10.52041/srap.09803","url":null,"abstract":"We used a scenario-based approach for teaching the tests of hypotheses to veterinary students at The University of Sydney and later administered a questionnaire to a sample of students (n = 24) to obtain information about their perceptions of this approach. Nineteen of the 23 students agreed or strongly agreed that this approach made the subject interesting and easy to follow. Similarly, about 80% of students agreed/strongly agreed that the approach helped them to understand the concepts and gave them an idea of how they might apply biostatistics in their professional lives. Overall, the scenario based approach appeared to be received favourably by the students although further efforts are required to improve students’ generic perceptions about the subject.","PeriodicalId":170012,"journal":{"name":"Next Steps in Statistics Education Precedings IASE Satellite Conference","volume":"107 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134462268","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study reveals the pedagogical decision making undertaken when designing instruction for primary level statistics. We report on the activity of five groups of preservice teachers when engaging in Lesson Study and identify the content and pedagogical content knowledge needed for teaching statistics. The research highlights the power of lesson study to reveal aspects of statistical reasoning that are drawn heavily upon in the teaching of statistics and identifies fundamental weaknesses in statistical understanding that may not be uncovered through standard methods of assessment. The paper concludes with suggestions for how we can better prepare teachers for implementing statistics curricula at the primary level.
{"title":"Next Steps in Statistics Education: Identifying Teacher Professional Development Needs for Teaching the Data Analysis Component of Primary Level Mathematics","authors":"A. Leavy","doi":"10.52041/srap.09502","DOIUrl":"https://doi.org/10.52041/srap.09502","url":null,"abstract":"This study reveals the pedagogical decision making undertaken when designing instruction for primary level statistics. We report on the activity of five groups of preservice teachers when engaging in Lesson Study and identify the content and pedagogical content knowledge needed for teaching statistics. The research highlights the power of lesson study to reveal aspects of statistical reasoning that are drawn heavily upon in the teaching of statistics and identifies fundamental weaknesses in statistical understanding that may not be uncovered through standard methods of assessment. The paper concludes with suggestions for how we can better prepare teachers for implementing statistics curricula at the primary level.","PeriodicalId":170012,"journal":{"name":"Next Steps in Statistics Education Precedings IASE Satellite Conference","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114341249","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In recent times many authors have advocated change to the way statistics is taught to specialist and non-specialist undergraduates. One argument has been that adopting an approach that reflects real world experiences would better equip them for joining an evidence-based world after graduating. Even though some progress has been made, steps to change things have not been taken by curriculum designers or the vast majority of teachers of undergraduate statistics courses. More recently, in 2006 in the UK there were urgent calls from the Higher Education Funding Councils and the Economics and Social Science Research Council for proposals to develop undergraduate curricula to address the needs of today’s evidence based world. We describe an approach to teaching statistics to students in the key discipline area of the social sciences using an evidence-based problem-solving approach. Examples of materials that can be used to support this approach are also presented.
{"title":"Helping Undergraduates to Contribute to an Evidence Based World","authors":"J. Marriott, N. Davies","doi":"10.52041/srap.09304","DOIUrl":"https://doi.org/10.52041/srap.09304","url":null,"abstract":"In recent times many authors have advocated change to the way statistics is taught to specialist and non-specialist undergraduates. One argument has been that adopting an approach that reflects real world experiences would better equip them for joining an evidence-based world after graduating. Even though some progress has been made, steps to change things have not been taken by curriculum designers or the vast majority of teachers of undergraduate statistics courses. More recently, in 2006 in the UK there were urgent calls from the Higher Education Funding Councils and the Economics and Social Science Research Council for proposals to develop undergraduate curricula to address the needs of today’s evidence based world. We describe an approach to teaching statistics to students in the key discipline area of the social sciences using an evidence-based problem-solving approach. Examples of materials that can be used to support this approach are also presented.","PeriodicalId":170012,"journal":{"name":"Next Steps in Statistics Education Precedings IASE Satellite Conference","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116630784","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Good course design, informed by research in statistical education and external influences should include some employability skills, whilst maintaining academic standards. At one UK university, the statistics programme was devised to include development of both transferable and subject specific skills that help to prepare students for their future working lives. Students have opportunities to gain both oral and written presentational skills in addition to developing their statistical reasoning and thinking skills. A final year project enables students to work independently on an area of statistics which is of particular interest to them. Some have sourced such projects from their placement year (or part-time jobs), providing an excellent opportunity for them to apply their statistical knowledge to real life applications, whilst needing to present their results in a form that is acceptable to the workplace.
{"title":"Helping students prepare for their future working lives","authors":"P. Bidgood","doi":"10.52041/srap.09903","DOIUrl":"https://doi.org/10.52041/srap.09903","url":null,"abstract":"Good course design, informed by research in statistical education and external influences should include some employability skills, whilst maintaining academic standards. At one UK university, the statistics programme was devised to include development of both transferable and subject specific skills that help to prepare students for their future working lives. Students have opportunities to gain both oral and written presentational skills in addition to developing their statistical reasoning and thinking skills. A final year project enables students to work independently on an area of statistics which is of particular interest to them. Some have sourced such projects from their placement year (or part-time jobs), providing an excellent opportunity for them to apply their statistical knowledge to real life applications, whilst needing to present their results in a form that is acceptable to the workplace.","PeriodicalId":170012,"journal":{"name":"Next Steps in Statistics Education Precedings IASE Satellite Conference","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128032426","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study examined the teaching practices of 227 college instructors of introductory statistics (from the health and behavioral sciences). Using primarily multidimensional scaling (MDS) techniques, a two-dimensional, 10-item teaching practice scale, TISS (Teaching of Introductory Statistics Scale), was developed and validated. The two dimensions (subscales) were characterized as constructivist, and behaviorist, and are orthogonal to each other. Criterion validity of this scale was established in relation to instructors’ attitude toward teaching, and acceptable levels of reliability were obtained. A significantly higher level of behaviorist practice (less reform-oriented) was reported by instructors from the USA, and instructors with academic degrees in mathematics and engineering. This new scale (TISS) will allow us to empirically assess and describe the pedagogical approach (teaching practice) of instructors of introductory statistics. Further research is required in order to be conclusive about the structural and psychometric properties of this scale.
{"title":"Development and validation of a teaching practice scale (TISS) for instructors of introductory statistics at the college level","authors":"R. Hassad","doi":"10.52041/srap.09504","DOIUrl":"https://doi.org/10.52041/srap.09504","url":null,"abstract":"This study examined the teaching practices of 227 college instructors of introductory statistics (from the health and behavioral sciences). Using primarily multidimensional scaling (MDS) techniques, a two-dimensional, 10-item teaching practice scale, TISS (Teaching of Introductory Statistics Scale), was developed and validated. The two dimensions (subscales) were characterized as constructivist, and behaviorist, and are orthogonal to each other. Criterion validity of this scale was established in relation to instructors’ attitude toward teaching, and acceptable levels of reliability were obtained. A significantly higher level of behaviorist practice (less reform-oriented) was reported by instructors from the USA, and instructors with academic degrees in mathematics and engineering. This new scale (TISS) will allow us to empirically assess and describe the pedagogical approach (teaching practice) of instructors of introductory statistics. Further research is required in order to be conclusive about the structural and psychometric properties of this scale.","PeriodicalId":170012,"journal":{"name":"Next Steps in Statistics Education Precedings IASE Satellite Conference","volume":"04 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132846667","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Two trainings on Confirmatory and Exploratory Data Analyses and Data Mining were conducted to enhance capacity of faculty and step up their development in basic and advanced statistical methodological skills, so with their research capability. Training designs were perceptively prepared to address the variability of the participants’ educational status. Issues and challenges raised during the trainings include among others: existing researches are limited and confined only within the parameters of the workplace, wanting for a more in depth and comprehensive research utilizing data mining as a tool, and aggressive collaboration efforts and linkage among funding institutions. The training likewise motivated and enhanced faculty skills in the use of appropriate statistics methods useful in their research undertakings. Initial results revealed a significant increase in the number of quality and collaborative researches consistent with the vision of the university and established linkage from the local support institutions.
{"title":"Statistical human resource development: the case of bukidnon state university, philippines","authors":"Mirasol Joy","doi":"10.52041/srap.09503","DOIUrl":"https://doi.org/10.52041/srap.09503","url":null,"abstract":"Two trainings on Confirmatory and Exploratory Data Analyses and Data Mining were conducted to enhance capacity of faculty and step up their development in basic and advanced statistical methodological skills, so with their research capability. Training designs were perceptively prepared to address the variability of the participants’ educational status. Issues and challenges raised during the trainings include among others: existing researches are limited and confined only within the parameters of the workplace, wanting for a more in depth and comprehensive research utilizing data mining as a tool, and aggressive collaboration efforts and linkage among funding institutions. The training likewise motivated and enhanced faculty skills in the use of appropriate statistics methods useful in their research undertakings. Initial results revealed a significant increase in the number of quality and collaborative researches consistent with the vision of the university and established linkage from the local support institutions.","PeriodicalId":170012,"journal":{"name":"Next Steps in Statistics Education Precedings IASE Satellite Conference","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116865473","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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