Changes in US students' attitudes toward statistics across introductory statistics courses
Yazarlar (3)
| Makale Türü |
Özgün Makale
(Uluslararası alan indekslerindeki dergilerde yayınlanan tam makale)
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| Dergi Adı | 58th World Statistics Congress of the International Statistical Institute | ||
| Makale Dili | – | Basım Tarihi | 01-2011 |
| Makale Linki | https://2011.isiproceedings.org/papers/650335.pdf | ||
| UAK Araştırma Alanları |
Eğitim Programları ve Öğretim
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| Özet |
| In most disciplines, students’ academic attitudes are considered extremely important. A large number of educational and cognitive models and a great deal of research exist that explore these attitudes. These models suggest and research findings support the conclusion that students' attitudes toward the discipline are important course outcomes and, in fact, are at least as important as knowledge and skills in the discipline. Unfortunately, in statistics education, attitudes are not yet considered as exerting primary impact on students’ academic behaviors or as important outcomes (Gal & Ginsburg, 1994; Shaughnessy, 2007). However, when applied to statistics education, these models and findings from other disciplines suggest that students who leave their statistics courses with negative attitudes are unlikely ever to use what they have learned. That is, they will not intelligently and literately use statistics in their professional and personal lives or in any educational venture.Many statistics instructors express the belief that, on average, students enter their introductory courses with negative attitudes and leave with positive attitudes toward statistics. However, little research exists to support or to refute these assumptions. The major goal of this project is to examine US students' attitudes in their general introductory statistics courses. |
| Anahtar Kelimeler |
