How the project method contributes to the construction of meaning in statistics - also in a hybrid learning environment

Abstract

We address problems that arise in teaching statistics in non-statistical degree courses in statistics. The typical student reveals basic difficulties in the understanding of the key concepts. This paper describes experiences with the “project method”, motivating students with real data from the future profession. The project method generated collaborative learning and social interaction between groups by embedding learning statistics in the context of applied problems in the form of projects. Godino’s semiotic ontological framework provides elements of his model of the instructional process and a didactic trajectory in his first exploratory phase of execution, as well as exposing the linguistic, situational, actuative, conceptual, propositional, and argumentative elements that are relevant in understanding a particular topic. Due to its relative success in our classes and a theoretical analysis, we propose the project method for teaching statistics, especially for hybrid courses where face-to-face is combined with virtual parts of knowledge acquisition.