CHARACTERIZING STUDENT EXPERIENCE OF VARIATION WITHIN A STEM CONTEXT: IMPROVING CATAPULTS

Q3 Social Sciences

Statistics Education Research Journal Pub Date : 2022-02-28 DOI:10.52041/serj.v21i1.7

Jane Watson, Noleine Fitzallen, Suzie Wright, Ben Kelly

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引用次数: 5

Abstract

STEM learning experiences at the school level provide both opportunities and challenges for exploring students’ understanding of statistical concepts. This report focuses on data handling and informal inference embedded in a STEM context, that is, of testing, adjusting, and retesting catapults. In particular, the learning goal was for Grade 4 (aged 9–10 years) students to build on their developing understanding of variation while learning about the science topic of force as demonstrated by two configurations of catapults causing ping pong balls to be launched different distances. This report focuses on the students’ experiences of variation that were associated with the activity from a structural perspective during implementation. The analysis, employing various aspects of the Structure of Observed Learning Outcomes, points to the potential contribution of multimodal functioning in identifying and characterizing understanding of variation in a new context. The activity took place with 50 students in two classes with data collected from student workbooks. Results suggest that meaningful engagement with context can provide support for developing understanding of the concept of variation.

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在STEM环境中表征学生的变异体验：改进弹射器

学校层面的STEM学习经历为探索学生对统计概念的理解提供了机遇和挑战。本报告侧重于嵌入STEM环境中的数据处理和非正式推理，即弹射器的测试、调整和重新测试。特别是，学习目标是让四年级（9-10岁）的学生在学习力的科学主题时，建立对变化的理解，如弹射器的两种配置所示，弹射器可以使乒乓球发射不同的距离。本报告从结构角度关注学生在实施过程中与活动相关的变化体验。该分析采用了观察到的学习结果结构的各个方面，指出了多模式功能在识别和表征新背景下对变异的理解方面的潜在贡献。该活动由两个班的50名学生参加，数据来自学生练习册。研究结果表明，有意义地参与上下文可以为发展对变异概念的理解提供支持。

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.