PROMOTING STATISTICS IN THE ERA OF DATA SCIENCE AND DATA-DRIVEN INNOVATIONS

Q3 Social Sciences

Statistics Education Research Journal Pub Date : 2020-02-29 DOI:10.52041/SERJ.V19I1.132

I. Zakari

引用次数: 2

Abstract

This paper aims at highlighting initiatives in developing future statisticians directed at high-school and university levels in Niger. More specifically, it focuses on collaborations, partnerships, outreach initiatives and supporting mechanisms, which may contribute to increase engagement and interest in and attraction to the field of statistics in the era of data science and data-driven innovations. Providing sufficient exposure to modern statistical analysis, computational and graphical tools, written and oral communication skills, and the ever-growing interdisciplinary use of statistics are key activities for building future generations of statisticians. Furthermore, current curricula as well as pedagogical approaches, teaching materials, and assessment methods need to be re-thought in order tomeet the requirements of the skills needed in the 21st century ensuring effective interaction with scientists, public institutions, industry, civil society, and policy makers. First published February 2020 at Statistics Education Research Journal Archives

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在数据科学和数据驱动的创新时代促进统计

本文旨在重点介绍针对尼日尔高中和大学培养未来统计学家的举措。更具体地说，它侧重于合作、伙伴关系、外联举措和支持机制，这可能有助于在数据科学和数据驱动创新时代增加对统计领域的参与、兴趣和吸引力。充分接触现代统计分析、计算和图形工具、书面和口头交流技能，以及越来越多的跨学科使用统计数据，是培养后代统计学家的关键活动。此外，需要重新思考当前的课程以及教学方法、教材和评估方法，以满足21世纪所需的技能要求，确保与科学家、公共机构、行业、民间社会和政策制定者的有效互动。2020年2月首次发表于《统计教育研究期刊档案》

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.