Statistics Education for Progress: Youth and Official Statistics Proceedings IASE 2019 Satellite Conference最新文献

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Teaching introductory statistics for evidence-based practice: integration of context 基于证据实践的统计学入门教学:情境整合

Statistics Education for Progress: Youth and Official Statistics Proceedings IASE 2019 Satellite Conference Pub Date : 2013-12-30 DOI: 10.52041/srap.13101

R. Hassad

{"title":"Teaching introductory statistics for evidence-based practice: integration of context","authors":"R. Hassad","doi":"10.52041/srap.13101","DOIUrl":"https://doi.org/10.52041/srap.13101","url":null,"abstract":"The ability to critically evaluate quantitative research outcomes is an essential skill for effective decision-making, particularly in the health and behavioral sciences, where the focus is on evidence-based practice and clinical judgment. Introductory college-level statistics courses can serve as a vehicle for engendering these competencies. In this regard, the first course in statistics has been targeted for reform, aimed at building a meaningful foundation for statistical thinking. There is a consensus among educators that the goal of the introductory statistics course should be to foster statistical literacy by emphasizing concepts and applications rather than mathematical procedures and computations; an instructional method that embodies active- learning. Underpinning this pedagogical approach is the constructivist philosophy which regards context knowledge as central to meaningful and appropriate analysis, interpretation and use of data. This paper presents a model for conceptualizing an introductory statistics course to foster evidence-based practice (EBP). It depicts a unifying and holistic view of statistics, and posits that meaningful evidence results from the interaction of statistical methods with the data context, which refers to the research design, the underlying theory, and the practice domain.","PeriodicalId":162927,"journal":{"name":"Statistics Education for Progress: Youth and Official Statistics Proceedings IASE 2019 Satellite Conference","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115685198","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Hands-on data activities in the classroom - enthusing teachers and students 课堂上的动手数据活动，激发了老师和学生的热情

Statistics Education for Progress: Youth and Official Statistics Proceedings IASE 2019 Satellite Conference Pub Date : 2013-12-30 DOI: 10.52041/srap.13103

B. Payne

{"title":"Hands-on data activities in the classroom - enthusing teachers and students","authors":"B. Payne","doi":"10.52041/srap.13103","DOIUrl":"https://doi.org/10.52041/srap.13103","url":null,"abstract":"Hands-on data activities in the classroom are often avoided by teachers of KS3 and KS4 mathematics in the UK. In many cases where data handling skills are taught in the classroom, the activities used involve data which is safe, predictable and the outcomes are limited to ensure the task of marking and assessment is made easier. Such an approach reduces the opportunities to engage students to think for themselves, including key decisions about the choice of data, data collection methods, and the process of analysis and interpretation. In developing hands-on data activities for Crea8te Maths (A Government funded project for Yorkshire and Humberside to improve numeracy), we acknowledged activities that had a student led element generally have more interesting outcomes, promote ownership, engagement, motivation within the class, and encourage lateral thinking. Anecdotal evidence of the benefits of our developed activities including 'Stretchiness' and 'Classroom Olympics' are presented. Based on our experiences in activity development and teaching in the classroom we explore the opportunities for hands-on activities in the new Y12 curriculum involving solving real problems using data and mathematics.","PeriodicalId":162927,"journal":{"name":"Statistics Education for Progress: Youth and Official Statistics Proceedings IASE 2019 Satellite Conference","volume":"81 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115532135","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Teaching probability using a google site. 使用谷歌网站教授概率。

Statistics Education for Progress: Youth and Official Statistics Proceedings IASE 2019 Satellite Conference Pub Date : 2013-12-30 DOI: 10.52041/srap.13104

Teresita E. Terán

引用次数: 0