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A Randomized Study to Evaluate the Effect of a Nudge via Weekly E-mails on Students’ Attitudes Toward Statistics 一项随机研究评估每周电子邮件对学生对统计学态度的影响
IF 1.7 Q2 Mathematics Pub Date : 2022-10-28 DOI: 10.1080/26939169.2022.2141155
N. Taback, Alison L Gibbs
Abstract Can a “nudge” toward engaging, fun, and useful material improve student attitudes toward statistics? We report on the results of a randomized study to assess the effect of a “nudge” delivered via a weekly E-mail digest on the attitudes of students enrolled in a large introductory statistics course taught in both flipped and fully online formats. Students were randomized to receive either a personalized weekly E-mail digest with course information and a “nudge” to read and explore interesting applications of statistics relevant to the weekly course material, or a generic course E-mail digest with the same course information, and no “nudge.” Our study found no evidence that “nudging” students to read and explore interesting applications of statistics resulted in better attitudes toward statistics. Supplementary materials for this article are available online.
摘要向引人入胜、有趣和有用的材料“推动”能改善学生对统计的态度吗?我们报告了一项随机研究的结果,该研究旨在评估通过每周电子邮件摘要发送的“推送”对参加以翻转和完全在线形式教授的大型统计学入门课程的学生的态度的影响。学生们被随机分组,要么收到一份包含课程信息的个性化每周电子邮件摘要,并“推送”阅读和探索与每周课程材料相关的统计数据的有趣应用,要么收到包含相同课程信息的通用课程电子邮件摘要,但不“推送。“我们的研究没有发现任何证据表明,“督促”学生阅读和探索统计学的有趣应用会让他们对统计学有更好的态度。本文的补充材料可在线获取。
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引用次数: 0
Playmeans: Inclusive and Engaging Data Science through Music Playmeans:通过音乐包容和吸引人的数据科学
IF 1.7 Q2 Mathematics Pub Date : 2022-10-26 DOI: 10.1080/26939169.2022.2138801
Davit Khachatryan
Abstract According to decades of research in educational psychology, learning is a social process that is enhanced when it happens in contexts that are familiar and relevant. But because of the skyrocketing popularity of data science, today we often work with students coming from an abundance of academic concentrations, professional, and personal backgrounds. How can our teaching account for the existing multiplicity of interests and be inclusive of diverse cultural, socioeconomic, and professional backgrounds? Music is a convenient medium that can engage and include. Enter Playmeans, a novel web application (“app”) that enables students to perform unsupervised learning while exploring music. The flexible user interface lets a student select their favorite artist and acquire, in real time, the corresponding discography in a matter of seconds. The student then interacts with the acquired data by means of visualizing, clustering, and, most importantly, listening to music—all of which are happening within the novel Playmeans app. Supplementary materials for this article are available online.
根据几十年的教育心理学研究,学习是一个社会过程,当它发生在熟悉和相关的环境中时,它会得到加强。但由于数据科学的迅速普及,今天我们经常与来自丰富的学术集中,专业和个人背景的学生合作。我们的教学如何考虑到现有兴趣的多样性,并包容不同的文化、社会经济和专业背景?音乐是一种方便的媒介,可以吸引和包容。进入Playmeans,一个新颖的网络应用程序(“应用程序”),使学生在探索音乐的同时进行无监督的学习。灵活的用户界面可以让学生选择他们最喜欢的艺术家,并在几秒钟内实时获取相应的专辑。然后,学生通过可视化、聚类和最重要的是听音乐的方式与获得的数据进行交互——所有这些都发生在新颖的Playmeans应用程序中。本文的补充材料可在网上获得。
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引用次数: 0
Writing Workshops to Foster Written Communication Skills in Statistics Graduate Students 写作工作坊培养统计研究生的书面沟通技巧
IF 1.7 Q2 Mathematics Pub Date : 2022-10-26 DOI: 10.1080/26939169.2022.2138800
Laura A. Hildreth, Michelle Miley, Erin Strickland, Jacob Swisher
Abstract Being able to communicate effectively is an essential skill for statisticians and data scientists. Despite this, communication skills are not frequently taught or emphasized in statistics and data science courses. In this article, we describe a series of four workshops that were developed to enhance the written communication skills of statistics graduate students. We also present results of a survey administered prior to the first workshop and after the last workshop to assess changes in attitudes towards writing and obtain student feedback to improve the workshops. Lastly, we discuss potential modifications of these workshops including ways to use these workshops or elements from them for undergraduates or in statistics and data science courses. Supplementary materials for this article are available online.
能够有效地沟通是统计学家和数据科学家的基本技能。尽管如此,在统计和数据科学课程中,沟通技巧并不经常被教授或强调。在这篇文章中,我们描述了一系列的四个研讨会,旨在提高统计研究生的书面沟通技巧。我们还介绍了在第一次研讨会之前和最后一次研讨会之后进行的调查结果,以评估学生对写作态度的变化,并获得学生的反馈,以改进研讨会。最后,我们讨论了这些研讨会的潜在修改,包括如何将这些研讨会或其中的元素用于本科生或统计学和数据科学课程。本文的补充材料可在网上获得。
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引用次数: 2
Student Concerns and Perceived Challenges in Introductory Statistics, How the Frequency Shifted during COVID-19, and How They Differ by Subgroups of Students 学生对入门统计的关注和感知挑战,2019冠状病毒病期间频率如何变化,以及不同学生群体的差异
IF 1.7 Q2 Mathematics Pub Date : 2022-10-04 DOI: 10.1080/26939169.2022.2132325
Claudia C. Sutter, Karen B. Givvin, Mary C. Tucker, Kathryn A. Givvin, Ana Leandro-Ramos, Paige L. Solomon
ABSTRACT The COVID-19 pandemic and shift to remote instruction disrupted students’ learning and well-being. This study explored undergraduates’ incoming course concerns and later perceived challenges in an introductory statistics course. We explored how the frequency of concerns changed with the onset of COVID-19 ( 1417) and, during COVID-19, how incoming concerns compared to later perceived challenges ( 524). Students were most concerned about R coding, understanding concepts, workload, prior knowledge, time management, and performance, with each of these concerns mentioned less frequently during than before COVID-19. Concerns most directly related to the pandemic—virtual learning and inaccessibility of resources—showed an increase in frequency. The frequency of concerns differed by gender and URM status. The most frequently mentioned challenges were course workload, virtual learning, R coding, and understanding concepts, with significant differences by URM status. Concerns about understanding concepts, lack of prior knowledge, performance, and time management declined from the beginning to the end of the term. Workload had the highest rate of both consistency and emergence across the term. Because students’ perceptions have an impact on their experiences and expectations, understanding and addressing concerns and challenges could help guide instructional designers and policymakers as they develop interventions.
摘要新冠肺炎疫情和远程教学的转变扰乱了学生的学习和健康。这项研究探讨了本科生在统计学入门课程中对新课程的关注以及后来所感受到的挑战。我们探讨了担忧的频率如何随着新冠肺炎的爆发而变化(1417),以及在新冠肺炎期间,传入的担忧与后来感知的挑战相比如何(524)。学生们最关心的是R编码、理解概念、工作量、先验知识、时间管理和表现,其中每一个问题在新冠肺炎期间的提及频率都低于之前。与疫情最直接相关的担忧——虚拟学习和无法获得资源——显示出频率的增加。关注的频率因性别和URM状况而异。最常被提及的挑战是课程工作量、虚拟学习、R编码和理解概念,URM状态存在显著差异。从学期开始到期末,对理解概念、缺乏先验知识、绩效和时间管理的担忧有所下降。整个学期,工作量的一致性和出现率都最高。由于学生的感知会影响他们的经历和期望,理解和解决问题和挑战有助于指导教学设计者和决策者制定干预措施。
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引用次数: 1
Introducing Causal Inference Using Bayesian Networks and do-Calculus 利用贝叶斯网络和do-Calculus引入因果推理
IF 1.7 Q2 Mathematics Pub Date : 2022-09-27 DOI: 10.1080/26939169.2022.2128118
Yonggang Lu, Qiujie Zheng, Daniel Quinn
Abstract We present an instructional approach to teaching causal inference using Bayesian networks and do-Calculus, which requires less prerequisite knowledge of statistics than existing approaches and can be consistently implemented in beginner to advanced levels courses. Moreover, this approach aims to address the central question in causal inference with an emphasis on probabilistic reasoning and causal assumption. It also reveals the relevance and distinction between causal and statistical inference. Using a freeware tool, we demonstrate our approach with five examples that instructors can use to introduce students at different levels to the conception of causality, motivate them to learn more concepts for causal inference, and demonstrate practical applications of causal inference. We also provide detailed suggestions on using the five examples in the classroom.
我们提出了一种使用贝叶斯网络和do-Calculus来教授因果推理的教学方法,它比现有方法需要更少的统计学知识,并且可以在初级到高级课程中一致实施。此外,这种方法旨在解决因果推理的中心问题,强调概率推理和因果假设。它还揭示了因果推理和统计推理之间的相关性和区别。使用免费软件工具,我们用五个例子展示了我们的方法,教师可以使用这些例子向不同层次的学生介绍因果关系的概念,激励他们学习更多因果推理的概念,并展示因果推理的实际应用。我们还提供了在课堂上使用这五个例子的详细建议。
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引用次数: 2
Project-Based Learning Promotes Students’ Perceived Relevance in an Engineering Statistics Course: A Comparison of Learning in Synchronous and Online Learning Environments 基于项目的学习促进了学生在工程统计课程中的感知相关性:同步学习环境与在线学习环境的比较
IF 1.7 Q2 Mathematics Pub Date : 2022-09-27 DOI: 10.1080/26939169.2022.2128119
Wen Huang, J. London, Logan A. Perry
Abstract Understanding statistics is essential for engineers. However, statistics courses remain challenging for many students, as they find them rigid, abstract, and demanding. Prior research has indicated that using project-based learning (PjBL) to demonstrate the relevance of statistics to students can have a significant effect on learning in these courses. Consequently, this study sought to explore the impact of a PjBL intervention on student perceptions of the relevance of engineering and statistics. The purpose of the intervention was to help students understand the connection between statistics and their academic majors, lives, and future careers. Four mini-projects connecting statistics to students’ experiences and future careers were designed and implemented during a 16-week course and students’ perceptions were compared to those of students who took a traditional statistics course. Students enrolled in the experimental group (a synchronous learning experience) and the control group (an online learning experience) were sent the same survey at the end of the semester. The survey results suggest that the PjBL intervention could potentially increase students’ understanding of the usefulness of statistics and effectively enhance their perceptions of belonging to the engineering community. This study summarizes the results of this PjBL intervention, the limitations of the research design, and suggests implications for improving future statistics courses in the context of engineering.
理解统计学对工程师来说是必不可少的。然而,对许多学生来说,统计学课程仍然具有挑战性,因为他们发现这些课程死板、抽象、要求高。先前的研究表明,使用基于项目的学习(PjBL)来展示统计与学生的相关性可以对这些课程的学习产生显着影响。因此,本研究试图探讨PjBL干预对学生对工程和统计学相关性的看法的影响。干预的目的是帮助学生理解统计学与他们的学术专业、生活和未来职业之间的联系。在为期16周的课程中,设计并实施了四个将统计学与学生的经历和未来职业联系起来的小项目,并将学生的看法与传统统计学课程的学生进行了比较。实验组(同步学习)和对照组(在线学习)的学生在学期结束时收到了相同的调查问卷。调查结果表明,PjBL干预可以潜在地增加学生对统计有用性的理解,并有效地增强他们对工程社区的归属感。本研究总结了PjBL干预的结果、研究设计的局限性,并提出了在工程背景下改进未来统计学课程的建议。
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引用次数: 2
The Growing Importance of Reproducibility and Responsible Workflow in the Data Science and Statistics Curriculum 再现性和负责任的工作流程在数据科学与统计课程中日益重要
IF 1.7 Q2 Mathematics Pub Date : 2022-09-02 DOI: 10.1080/26939169.2022.2141001
N. Horton, Rohan Alexander, M. Parker, A. Piekut, Colin W. Rundel
Modern statistics and data science uses an iterative data analysis process to solve problems and extract meaning from data in a reproducible manner. Models such as the PPDAC (Problem, Plan, Data, Analysis, Conclusion) Cycle (n.d) have been widely adopted in many secondary and post-secondary classrooms (see the review by Lee et al. 2022). The importance of the data analysis cycle has also been described and reinforced in guidelines for statistics majors (ASA Curriculum Guidelines 2014), undergraduate data science curricula (ACM 2021), and in data science courses and teaching materials (e.g., Wickham and Grolemund 2022). In 2018, the National Academies of Science, Engineering, and Medicine’s “Data Science for Undergraduates” consensus study (NASEM 2018) broadened the definition of the data analysis cycle by identifying the importance of workflow and reproducibility as a component of data acumen needed in our graduates. The report noted that “documenting, incrementally improving, sharing, and generalizing such workflows are an important part of data science practice owing to the team nature of data science and broader significance of scientific reproducibility and replicability.” The report also tied issues of reproducibility and workflow to the ethical conduct of science. The importance of others being able to have confidence in our findings is built into the foundations of statistics and data science (Parashar, Heroux, and Stodden 2022). For instance, in theoretical research, theorems are introduced along with their proof. As statistics has changed to rely more on computational methods, innovation is needed to ensure that the same level of rigor characterizes claims based on data and code. Efforts to foster reproducibility in science (NASEM 2019; Parashar, Heroux, and Stodden 2022) and to accelerate scientific discoveries (NASEM 2021) have highlighted the importance of reproducibility and workflow within the broader scientific process. Robust workflows matter. For instance, COVID-19 counts in the United Kingdom were underestimated because the way that Excel was used resulted in dropped data (Kelion 2020). The economists Carmen Reinhart and Kenneth Rogoff made Excel errors that resulted in miscalculated GDP growth rates (Herndon, Ash, and Pollin 2014). Cut and paste errors are all too common in many workflows (Perkel 2022). The reproducibility crisis that was first identified in psychology is now known to afflict much of the physical and social sciences. Steps taken to address this crisis, including improved reporting of methods, code and data sharing, version control, are increasingly com-
现代统计学和数据科学使用迭代的数据分析过程来解决问题,并以可重复的方式从数据中提取意义。诸如PPDAC(问题、计划、数据、分析、结论)周期(n.d)等模型已在许多中学和高等学校的课堂上广泛采用(参见Lee et al. 2022的评论)。数据分析周期的重要性也在统计学专业指南(2014年ASA课程指南)、本科数据科学课程(ACM 2021)以及数据科学课程和教材(例如,Wickham和Grolemund 2022)中得到了描述和加强。2018年,美国国家科学院、工程院和医学院的“本科生数据科学”共识研究(NASEM 2018)通过确定工作流程和可重复性作为毕业生所需数据敏锐度组成部分的重要性,拓宽了数据分析周期的定义。该报告指出,“由于数据科学的团队性质以及科学可重复性和可复制性的更广泛意义,记录、逐步改进、共享和推广这些工作流程是数据科学实践的重要组成部分。”该报告还将可重复性和工作流程问题与科学的道德行为联系起来。其他人能够对我们的发现有信心的重要性是建立在统计学和数据科学的基础上的(Parashar, Heroux, and Stodden 2022)。例如,在理论研究中,定理和它们的证明一起被引入。由于统计已经变得更加依赖计算方法,因此需要创新,以确保基于数据和代码的索赔具有相同的严谨性。努力促进科学的可重复性(NASEM 2019;Parashar, Heroux, and Stodden(2022)和加速科学发现(NASEM 2021)强调了可重复性和工作流程在更广泛的科学过程中的重要性。健壮的工作流很重要。例如,英国的COVID-19计数被低估了,因为使用Excel的方式导致数据丢失(Kelion 2020)。经济学家卡门·莱因哈特(Carmen Reinhart)和肯尼斯·罗格夫(Kenneth Rogoff)在Excel中犯了错误,导致误算了GDP增长率(Herndon, Ash, and Pollin 2014)。剪切和粘贴错误在许多工作流中都很常见(Perkel 2022)。最初在心理学中发现的可再现性危机,现在被认为在物理科学和社会科学的大部分领域都受到了影响。为解决这一危机而采取的措施,包括改进报告方法、代码和数据共享、版本控制,正在日益普及
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引用次数: 6
Third Time’s a Charm: A Tripartite Approach for Teaching Project Organization to Students 第三次就是魅力:学生项目组织教学的三段式方法
IF 1.7 Q2 Mathematics Pub Date : 2022-08-30 DOI: 10.1080/26939169.2022.2118644
C. Mehta, Renee’ H. Moore
Abstract Collaborative statisticians are instrumental to maintaining the rigor and reproducibility of multidisciplinary projects on which they collaborate. Clear, complete, well-annotated records of data, its revising, analysis, interpretation, and presentation are essential. Many students do not know how to systematically and consistently organize their digital files and cannot reliably replicate (or find!) work that may have been performed on a collaborative project. This article describes a newly developed and required one semester collaborative statistics course that includes the explicit teaching of project organization in lecture, emphasis of these skills on linked homework assignments, and their closely supervised practice through a mentored collaborative project with multidisciplinary researchers. The tripartite design provided exposure to project organization concepts during the course, encouraged straightforward implementation through homework assignments, and then challenged students with a real-world experience during a collaborative project. Supplementary materials for this article are available online.
摘要合作统计学家有助于保持他们合作的多学科项目的严谨性和可重复性。清晰、完整、注释良好的数据记录及其修订、分析、解释和呈现至关重要。许多学生不知道如何系统地、一致地组织他们的数字文件,也无法可靠地复制(或找到!)可能在合作项目中执行的工作。本文介绍了一门新开发的、必修的一学期合作统计学课程,其中包括在课堂上明确教授项目组织,强调这些技能与相关的家庭作业,以及通过与多学科研究人员的指导合作项目进行密切监督的实践。三方设计在课程中提供了对项目组织概念的了解,鼓励通过家庭作业直接实施,然后在合作项目中向学生挑战现实世界的体验。本文的补充材料可在线获取。
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引用次数: 0
LUSTRE: An Online Data Management and Student Project Resource LUSTRE:一个在线数据管理和学生项目资源
IF 1.7 Q2 Mathematics Pub Date : 2022-08-30 DOI: 10.1080/26939169.2022.2118645
J. Towse, R. Davies, Ellie Ball, Rebecca James, Ben Gooding, Matthew Ivory
Abstract We advocate for greater emphasis in training students about data management, within the context of supporting experience in reproducible workflows. We introduce the Lancaster University STatistics REsources (LUSTRE) package, used to manage student research project data in psychology and build capacity with respect to data acumen. LUSTRE provides a safe space to engage students with open research practices—by making tangible different phases of the reproducible research pipeline, while emphasizing its value as a transferable skill. It is an open-source online data catalogue that captures key data management information about a student research project of potential relevance to data scientists. Embedded within a taught programme, it also highlights concepts and examples of data management processes. We document a portfolio of open teaching resources for LUSTRE, and consider how others can implement or adapt them to facilitate data management and open research. We discuss the role of LUSTRE as a; (a) resource and set of activities for promoting good data management practices; (b) framework to enable the delivery of key concepts in open research; (c) an online system to organize and showcase project work.
摘要我们主张在支持可复制工作流程经验的背景下,更加重视对学生的数据管理培训。我们介绍了兰开斯特大学统计资源(LUSTRE)包,用于管理学生心理学研究项目数据,并建立数据敏锐性方面的能力。LUSTRE提供了一个安全的空间,让学生参与开放的研究实践——通过在可复制的研究管道中建立有形的不同阶段,同时强调其作为一种可转移技能的价值。这是一个开源的在线数据目录,捕获了与数据科学家潜在相关的学生研究项目的关键数据管理信息。在教学课程中,它还强调了数据管理过程的概念和示例。我们为LUSTRE记录了一组开放教学资源,并考虑其他人如何实施或调整这些资源,以促进数据管理和开放研究。我们讨论了LUSTRE作为;(a) 促进良好数据管理做法的资源和一套活动;(b) 在开放研究中提供关键概念的框架;(c) 组织和展示项目工作的在线系统。
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引用次数: 1
Teaching Monte Carlo Simulation with Python 用Python教授蒙特卡罗模拟
IF 1.7 Q2 Mathematics Pub Date : 2022-08-09 DOI: 10.1080/26939169.2022.2111008
J. O. Holman, Allie Hacherl
Abstract It has become increasingly important for future business professionals to understand statistical computing methods as data science has gained widespread use in contemporary organizational decision processes in recent years. Used by scores of academics and practitioners in a variety of fields, Monte Carlo simulation is one of the most broadly applicable statistical computing methods. This article describes efforts to teach Monte Carlo simulation using Python. A series of simulation assignments are completed first in Google Sheets, as described in a previous article. Then, the same simulation assignments are completed in Python, as detailed in this article. This pedagogical strategy appears to support student learning for those who are unfamiliar with statistical computing but familiar with the use of spreadsheets. Supplementary materials for this article are available online.
摘要近年来,随着数据科学在当代组织决策过程中的广泛应用,了解统计计算方法对未来的商业专业人士来说变得越来越重要。蒙特卡罗模拟是应用最广泛的统计计算方法之一,被许多领域的学者和从业者所使用。本文介绍了使用Python教授蒙特卡罗模拟的努力。如前一篇文章所述,一系列模拟作业首先在Google Sheets中完成。然后,在Python中完成相同的模拟任务,如本文所述。这种教学策略似乎支持那些不熟悉统计计算但熟悉电子表格使用的学生学习。本文的补充材料可在线获取。
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引用次数: 2
期刊
Journal of Statistics and Data Science Education
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