ENGAGING SCHOOL STUDENTS AND EDUCATORS WITH THE PRACTICE OF STATISTICS

Q3 Social Sciences

Statistics Education Research Journal Pub Date : 2020-02-29 DOI:10.52041/SERJ.V19I1.117

P. Howley, T. K. Roberts

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引用次数: 2

Abstract

This paper describes a national statistics-oriented project-based learning activity, which has been delivered annually for five years in Australia and the outcomes of a particular collaboration of this initiative with the discipline of environmental sustainability. The national initiative engages primary- and secondary-school students from varied backgrounds and education levels in quantitative-based investigations. It develops key future workplace skills aligned with national school-curriculum outcomes and motivates students by enabling them to take the lead, determine the context, collaborate, investigate, and create. An underlying delivery model connects primary- and secondary-school students with tertiary educators, industry, and the practice of statistics. A pre-post cross-sectional study revealed significant improvements in students’ and teachers’ confidence with, and awareness of, the field of statistics. Australian school teachers are saying, “21st Century learning at its best” and “motivates and engages students.” Industry mentors are saying, “provides students a unique opportunity.” Students are saying, “engaging, educational and enjoyable.” The activity has engaged some eighty schools, and annually several hundred students participate. First published February 2020 at Statistics Education Research Journal Archives

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让学生和教育工作者参与统计实践

本文件介绍了澳大利亚五年来每年开展的一项以统计为导向的国家项目学习活动，以及这一举措与环境可持续性学科特别合作的成果。该国家倡议让来自不同背景和教育水平的中小学生参与基于定量的调查。它开发了与国家学校课程成果相一致的未来关键工作技能，并通过使学生能够发挥领导作用、确定背景、合作、调查和创造来激励学生。一个基本的交付模式将中小学生与高等教育工作者、行业和统计实践联系起来。一项前后横断面研究显示，学生和教师对统计学领域的信心和意识显著提高。澳大利亚学校的老师们说，“21世纪的学习是最好的”，“激励和吸引学生”。行业导师说，“为学生提供了一个独特的机会。”学生们说：“吸引人，有教育意义，令人愉快。”这项活动已经吸引了大约80所学校，每年有数百名学生参加。2020年2月首次发表于《统计教育研究期刊档案》

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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.