STATISTICS ATTITUDES AFTER USING GUIDED PROJECT-BASED LEARNING AS AN ANDRAGOGICAL STRATEGY IN A GRADUATE STATISTICS COURSE

Q3 Social Sciences

Statistics Education Research Journal Pub Date : 2023-12-01 DOI:10.52041/serj.v22i3.436

Adam Elder

引用次数: 0

Abstract

This study builds on previous studies that have examined guided project-based learning in undergraduate statistics courses to examine students’ attitudes toward statistics after participating in a graduate-level statistics course that used guided project-based learning as an andragogical technique. This phenomenological qualitative case study utilized multiple student interviews and reflections over a semester-long statistics course in a doctoral education degree program. The results showed that guided project-based learning immersed students in the quantitative inquiry process and emboldened them to read and use statistics in their academic and professional lives. It also revealed several elements of guided project-based learning that are important for instructors looking to implement this approach in their own courses.

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在研究生统计学课程中将引导式项目学习作为一种教学策略后的统计学态度

本研究建立在先前研究的基础上，这些研究检验了本科统计学课程中基于项目的指导性学习，以检验学生在参加研究生水平的统计学课程后对统计学的态度，该课程将基于项目的指导性学习作为一种教学方法。这个现象学定性案例研究利用了在博士教育学位课程中长达一个学期的统计学课程中的多个学生访谈和反思。结果表明，指导性项目学习使学生沉浸在定量探究过程中，并鼓励他们在学术和职业生涯中阅读和使用统计数据。它还揭示了指导性基于项目的学习的几个要素，这些要素对于希望在自己的课程中实施这种方法的教师很重要。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Statistics Education Research Journal Social Sciences-Education

CiteScore

1.30

自引率

0.00%

发文量

期刊介绍： SERJ is a peer-reviewed electronic journal of the International Association for Statistical Education (IASE) and the International Statistical Institute (ISI). SERJ is published twice a year and is free. SERJ aims to advance research-based knowledge that can help to improve the teaching, learning, and understanding of statistics or probability at all educational levels and in both formal (classroom-based) and informal (out-of-classroom) contexts. Such research may examine, for example, cognitive, motivational, attitudinal, curricular, teaching-related, technology-related, organizational, or societal factors and processes that are related to the development and understanding of stochastic knowledge. In addition, research may focus on how people use or apply statistical and probabilistic information and ideas, broadly viewed. The Journal encourages the submission of quality papers related to the above goals, such as reports of original research (both quantitative and qualitative), integrative and critical reviews of research literature, analyses of research-based theoretical and methodological models, and other types of papers described in full in the Guidelines for Authors. All papers are reviewed internally by an Associate Editor or Editor, and are blind-reviewed by at least two external referees. Contributions in English are recommended. Contributions in French and Spanish will also be considered. A submitted paper must not have been published before or be under consideration for publication elsewhere.