PAINT-BY-NUMBER OR PICASSO? A GROUNDED THEORY PHENOMENOGRAPHICAL STUDY OF STUDENTS’ CONCEPTIONS OF STATISTICS

Q3 Social Sciences

Statistics Education Research Journal Pub Date : 2021-07-11 DOI:10.52041/SERJ.V19I2.111

Nicola Justice, S. Morris, V. Henry, Elizabeth Fry

引用次数: 2

Abstract

Statistics students’ conceptions of the work of statisticians and the discipline of statistics may play an important role in the topics to which they attend and their interest in pursuing further study. To learn about students’ conceptions, we collected open-ended survey responses from 44 undergraduate students who had completed introductory statistics courses. We used a grounded theory phenomenographical qualitative approach to identify several themes in students’ conceptions. In addition to the test-and-procedure conception, we offer several other themes, such as acknowledgement of variation and the role of ethical integrity. We use a metaphor of painting styles to compare to experts’ conceptions of statistics. By identifying “seeds” of what may be developed into expert conceptions, these preliminary results set possible foundations to explore trajectories that may help shape students’ conceptions of statistics. First published June 2020 at Statistics Education Research Journal Archives

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按数字作画还是毕加索?学生统计概念的理论现象学研究

统计专业的学生对统计学家的工作和统计学科的概念可能在他们参加的主题和他们继续深造的兴趣中发挥重要作用。为了了解学生的概念，我们收集了44名完成统计学入门课程的本科生的开放式调查反馈。我们使用扎根理论现象学定性方法来识别学生概念中的几个主题。除了测试和程序的概念，我们提供了其他几个主题，如承认变化和道德诚信的作用。我们使用绘画风格的比喻来比较专家的统计概念。通过识别可能发展成专家概念的“种子”，这些初步结果为探索可能有助于塑造学生统计概念的轨迹奠定了可能的基础。首次发表于2020年6月的《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.