实现统计学自我实现:应用社会统计学教学的教师调查

Q3 Social Sciences

Statistics Education Research Journal Pub Date : 2021-07-11 DOI:10.52041/SERJ.V19I2.110

S. Ferguson, MaryBeth Walpole, Madjiguene Fall

{"title":"实现统计学自我实现:应用社会统计学教学的教师调查","authors":"S. Ferguson, MaryBeth Walpole, Madjiguene Fall","doi":"10.52041/SERJ.V19I2.110","DOIUrl":null,"url":null,"abstract":"In this paper, we detail a convergent mixed-methods survey of faculty teaching applied social statistics courses, analyzed through a framework of learning theory. The survey explored faculty perceptions and use of recommended strategies for statistics education, perceived barriers to student success, and general recommendations for instruction in applied statistics courses. Results indicate some consistency in practice with the recommendations in the literature, but a lack of consistency was noted for strategies such as student reflections, allowing multiple attempts on assignments, and others. Particular attention is paid to connecting the results to learning theory with the discussion framed around a Statistics Self-Actualization model based on Maslow’s 1943 theory of Hierarchy of Needs. \nFirst published June 2020 at Statistics Education Research Journal Archives","PeriodicalId":38581,"journal":{"name":"Statistics Education Research Journal","volume":" ","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2021-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"4","resultStr":"{\"title\":\"ACHIEVING STATISTICS SELF-ACTUALIZATION: FACULTY SURVEY ON TEACHING APPLIED SOCIAL STATISTICS\",\"authors\":\"S. Ferguson, MaryBeth Walpole, Madjiguene Fall\",\"doi\":\"10.52041/SERJ.V19I2.110\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"In this paper, we detail a convergent mixed-methods survey of faculty teaching applied social statistics courses, analyzed through a framework of learning theory. The survey explored faculty perceptions and use of recommended strategies for statistics education, perceived barriers to student success, and general recommendations for instruction in applied statistics courses. Results indicate some consistency in practice with the recommendations in the literature, but a lack of consistency was noted for strategies such as student reflections, allowing multiple attempts on assignments, and others. Particular attention is paid to connecting the results to learning theory with the discussion framed around a Statistics Self-Actualization model based on Maslow’s 1943 theory of Hierarchy of Needs. \\nFirst published June 2020 at Statistics Education Research Journal Archives\",\"PeriodicalId\":38581,\"journal\":{\"name\":\"Statistics Education Research Journal\",\"volume\":\" \",\"pages\":\"\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2021-07-11\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"4\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Statistics Education Research Journal\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.52041/SERJ.V19I2.110\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"Social Sciences\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Statistics Education Research Journal","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.52041/SERJ.V19I2.110","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"Social Sciences","Score":null,"Total":0}

引用次数: 4

摘要

在本文中，我们详细介绍了一项融合混合方法的教师教学应用社会统计学课程的调查，通过学习理论的框架进行分析。该调查探讨了教师对统计教育建议策略的看法和使用，对学生成功的感知障碍，以及对应用统计课程教学的一般建议。结果表明，在实践中与文献中的建议有一定的一致性，但缺乏一致性的策略，如学生反思，允许多次尝试作业，和其他。特别关注的是将结果与学习理论联系起来，并围绕基于马斯洛1943年需求层次理论的统计自我实现模型进行讨论。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。

查看原文本刊更多论文

ACHIEVING STATISTICS SELF-ACTUALIZATION: FACULTY SURVEY ON TEACHING APPLIED SOCIAL STATISTICS

In this paper, we detail a convergent mixed-methods survey of faculty teaching applied social statistics courses, analyzed through a framework of learning theory. The survey explored faculty perceptions and use of recommended strategies for statistics education, perceived barriers to student success, and general recommendations for instruction in applied statistics courses. Results indicate some consistency in practice with the recommendations in the literature, but a lack of consistency was noted for strategies such as student reflections, allowing multiple attempts on assignments, and others. Particular attention is paid to connecting the results to learning theory with the discussion framed around a Statistics Self-Actualization model based on Maslow’s 1943 theory of Hierarchy of Needs. First published June 2020 at Statistics Education Research Journal Archives

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

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.