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Charting and manipulating propositions as methods to promote self-explanation in the study of statistics
ARTICLE

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Learning and Instruction Volume 15, Number 6, ISSN 0959-4752 Publisher: Elsevier Ltd

Abstract

Statistics is known to be a difficult subject, demanding students to perceive interrelations between numerous highly abstract concepts. Many students approach the subject with an evasive attitude, often resulting in rote learning yielding little conceptual understanding of statistics. Working from a constructivist paradigm, we aimed to stimulate students to self-explain the relationship between a number of concepts and principles related to descriptive statistics. To this end we developed two complementary methods which we tested in an experiment comparing a control group with three different experimental groups in which students charted important propositions related to statistical theory and, depending on their group, complemented this activity with a construction of arguments or with a study of preconstructed arguments. The results indicate an effect from the charting task and suggest a potential effect of constructing arguments.

Citation

Broers, N.J. & Imbos, T. (2005). Charting and manipulating propositions as methods to promote self-explanation in the study of statistics. Learning and Instruction, 15(6), 517-538. Elsevier Ltd. Retrieved January 27, 2020 from .

This record was imported from Learning and Instruction on January 29, 2019. Learning and Instruction is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.learninstruc.2005.08.005

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