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Using computer simulation methods to learn abstract concepts in statistics.

机译：使用计算机模拟方法学习统计中的抽象概念。

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摘要

Many researchers have recommended using computer simulation methods (CSMs) very few empirically and theoretically based studies related to student achievement. The purpose of this research was to determine whether using CSMs enhanced of these methods on student attitudes toward statistics and student metacognitive skills was also investigated.; Radical and social constructivism, conceptual change, and expertise theories provided the theoretical bases for this research. Students learn statistics by actively constructing their own knowledge of new ideas, and attempt to fit these ideas into their cognitive frameworks. If a student's current ideas are not adequate for the successful acquisition of new knowledge, they must change these old, faulty, ideas. If students change these ideas or misconceptions, they may become better problem-solvers and may enhance their metacognitive skills. CSMs may empower students to become independent in their own learning.; Two studies were conducted for students enrolled in introductory statistics related to the central limit theorem.; Although there were statistically significant differences between groups on a few measures, the overall results suggested no evidence to indicate that statistically, than students using a more traditional approach, or that student attitudes toward statistics and metacognitive skills improved as a result of these methods. Interesting findings revealed a difference in achievement for students enrolled in introductory undergraduate and graduate courses. Students in the traditional group for Study 1 performed better than students in the CSMs group while students in the CSMs group performed better than students in the traditional group for Study 2, in general. Students in both studies students in Study 2 expressing more positive attitudes, statistically. There was also support for improved achievement for students in the CSMs groups for both studies on a subsequent in-class test. Limitations are also discussed.
机译：许多研究人员建议很少使用基于计算机模拟方法（CSM）的与学生成绩相关的基于经验和理论的研究。这项研究的目的是确定是否使用CSM增强了这些方法对学生对统计的态度和对学生的元认知能力的研究。激进的社会建构主义，概念的转变以及专业理论为这项研究提供了理论基础。学生通过积极构建自己对新思想的认识来学习统计学，并尝试将这些思想融入他们的认知框架。如果学生当前的想法不足以成功获取新知识，则他们必须改变这些旧的，错误的想法。如果学生改变了这些想法或误解，他们可能会成为更好的解决问题的人，并可能提高他们的元认知能力。 CSM可以授权学生独立于自己的学习。对参加与中央极限定理有关的入门统计学的学生进行了两项研究。尽管在某些衡量标准上两组之间在统计学上有显着差异，但总体结果表明，没有证据表明与使用更传统方法的学生相比，统计学上有所表明，或者由于这些方法，学生对统计学和元认知技能的态度得到了改善。有趣的发现表明，入读基础本科和研究生课程的学生的成就有所不同。一般而言，传统学习1组的学生表现优于CSM组，而CSMs组的学生表现则优于传统学习2组。两项研究的学生在统计上都表现出更积极的态度。在后续的课堂测试中，这两项研究的CSM组学生的成绩也得到了支持。还讨论了局限性。

著录项

  • 作者

    Mills, Jamie DeJuan.;

  • 作者单位

    University of Georgia.;

  • 授予单位 University of Georgia.;
  • 学科 Statistics.; Education Curriculum and Instruction.
  • 学位 Ph.D.
  • 年度 2000
  • 页码 315 p.
  • 总页数 315
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 统计学;教育;
  • 关键词

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