Enhancing students' inferential reasoning: From hands-on to "movies"

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dc.contributor.author Arnold, P en
dc.contributor.author Pfannkuch, Maxine en
dc.contributor.author Wild, Christopher en
dc.contributor.author Regan, Matthew en
dc.contributor.author Budgett, Stephanie en
dc.date.accessioned 2011-11-17T17:36:16Z en
dc.date.issued 2011 en
dc.identifier.citation Journal of Statistics Education 19(2):32 pages 2011 en
dc.identifier.issn 1069-1898 en
dc.identifier.uri http://hdl.handle.net/2292/9312 en
dc.description.abstract Computer simulations and animations for developing statistical concepts are often not understood by beginners. Hands-on physical simulations that morph into computer simulations are teaching approaches that can build students’ concepts. In this paper we review the literature on visual and verbal cognitive processing and on the efficacy of animations in promoting learning. We describe an instructional sequence, from hands-on to animations, developed for 14 year-old students. The instruction focused on developing students’ understanding of sampling variability and using samples to make inferences about populations. The learning trajectory from hands-on to animations is analyzed from the perspective of multimedia learning theories while the learning outcomes of about 100 students are explored, including images and reasoning processes used when comparing two box plots. The findings suggest that carefully designed learning trajectories can stimulate students to gain access to inferential concepts and reasoning processes. The role of verbal, visual, and sensory cues in developing students' reasoning is discussed and important questions for further research on these elements are identified. en
dc.publisher American Statistical Association en
dc.relation.ispartofseries Journal of Statistics Education en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. Details obtained from http://www.sherpa.ac.uk/romeo/issn/1069-1898/ en
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm en
dc.title Enhancing students' inferential reasoning: From hands-on to "movies" en
dc.type Journal Article en
pubs.issue 2 en
pubs.volume 19 en
dc.rights.holder Copyright: The Authors en
pubs.author-url http://www.amstat.org/publications/jse/v19n2/pfannkuch.pdf en
dc.rights.accessrights http://purl.org/eprint/accessRights/RestrictedAccess en
pubs.subtype Article en
pubs.elements-id 221861 en
pubs.org-id Science en
pubs.org-id Statistics en
pubs.record-created-at-source-date 2011-11-17 en

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