Statistics in Context

2000 ◽  
Vol 93 (1) ◽  
pp. 54-58
Author(s):  
Jane M. Watson
Keyword(s):  
Student Learning ◽  
School Curriculum ◽  
Social Contexts ◽  
Statistical Literacy ◽  
Cause And Effect ◽  
Newspaper Report

Judging statistical claims in social contexts is fundamental to statistical literacy. This article uses a particularly contentious newspaper report that makes a cause-and-effect claim as the basis for discussing this important aspect of statistical understanding. The issue's relevance across the school curriculum is shown by extracts from curriculum documents. Teachers need to structure experiences to build ability to question claims made without proper justification. This article suggests a hierarchy to help teachers plan for and assess student learning in this area, and it closes with a plea for teachers to cooperate across subjects to achieve results.

scholarly journals Exploring the influence of the curriculum on student learning in culturally and ethnically diverse classroom contexts: Praxis, paradoxes and perspectives of stakeholders

2019 ◽  
Vol 24 (2) ◽  
pp. 53-64
Author(s):  
Ganga B. Gurung ◽  
David Moltow ◽  
Peter Brett
Keyword(s):  
Student Learning ◽  
Ethnically Diverse ◽  
School Curriculum ◽  
Classroom Context ◽  
Structured Interviews ◽  
Group Discussions ◽  
Face To Face ◽  
Diverse Classroom ◽  
Qualitative Research Design ◽  
Perceptions Of Students

This paper explores the perceptions and lived experiences of Nepalese educators and stakeholders in relation to the school curriculum and its influence upon student learning in a culturally and ethnically diverse classroom context. The study adopted a qualitative research design using face-to-face semi-structured interviews and focus group discussions to gather the perceptions of students, teachers, school principals and curriculum experts from three different schools representing distinct and diverse Nepalese settings. The findings identified that there are six main factors that affect curriculum delivery in Nepal: a centralised education system; social, economic and cultural diversity; political instability; curriculum content; the involvement of curriculum development stakeholders; and teachers’ content and pedagogical knowledge and related attributes. These six factors all contribute to a significant influence on student learning.

scholarly journals Keynote: How education gets in the way of learning

2021 ◽  
Author(s):  
Geoff Masters
Keyword(s):  
Problem Solving ◽  
Student Learning ◽  
20Th Century ◽  
Creative Thinking ◽  
New Technologies ◽  
School Curriculum ◽  
Human Learning ◽  
School Education ◽  
Knowledge Economies ◽  
And Training

The formal structures and processes of school education – including the organisation of the school curriculum, processes for assessing student learning, methods of reporting performance, and the uses to which student results are put – are often inconsistent with what is now known about the best ways to promote human learning. Rather than being designed to maximise every student’s learning, these structures and processes often reflect 20th century priorities, including the use of school education to sort and select students into different education and training destinations, and future careers. This sorting function of schooling is becoming increasingly irrelevant in knowledge economies that now look to their school systems to provide every student with high levels of knowledge, understanding and skill, including skills in critical and creative thinking, problem-solving, using new technologies, and working collaboratively with others. The challenge is to ensure that every student reaches the levels currently achieved by only some. However, the structures and processes of today’s schools are often poorly designed to meet this challenge.

scholarly journals PENINGKATAN HASIL BELAJAR SISWA SEKOLAH DASAR PADA MATA PELAJARAN IPA DENGAN PENDEKATAN KETERAMPILAN PROSES SAINS

2018 ◽  
Author(s):  
Nurani Hadnistia Darmawan ◽  
Hilman Hilmawan
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Research Method ◽  
Science Learning ◽  
Student Learning Outcomes ◽  
School Curriculum ◽  
Science Process Skills ◽  
Science Process Skill ◽  
Primary School Curriculum ◽  
Improve Student Learning

his research is motivated because the problem of student learning result of fourth grade of SDN Pangestu on science subjects which tend to be low. Though science subjects in elementary school is one of the subjects listed in the primary school curriculum. Science subjects are also subjects that must be tested at the end of school examination (UAS). In the learning process, to optimize student learning outcomes, the teacher must optimize the skills of the science process. This study aims to determine the improvement of student learning outcomes in science subjects by using the approach of science process skills. Research method used is Classroom Action Research (PTK). The results of this study indicate that science learning by using science process skill approach can improve student learning outcomes of grade IV SDN Pangestu. This is seen based on the number of students who scored above the KKM. In the initial test there were 9 students from 30 students or 30% complete. In the 1st cycle there are 20 students from 30 students or 67% complete and in the second cycle there are 28 students or 94% who scored above the KKM.

School makerspaces: Beyond the hype

2020 ◽  
Vol 101 (8) ◽  
pp. 49-53
Author(s):  
Kurt Salisbury ◽  
T. Philip Nichols
Keyword(s):  
Middle School ◽  
Student Learning ◽  
School Curriculum ◽  
Content Area ◽  
Middle School Math ◽  
School Based ◽  
Content Area Instruction ◽  
Math Class

Recently, makerspaces have captured the imaginations of educators as resources for transforming school-based learning. Aligning informal making practices with the formal aims of the school curriculum, however, can present challenges. In this article, Philip Nichols and Kurt Salisbury show how educators in two very different contexts — a suburban middle school math class and an urban secondary humanities class — empowered student learning by integrating making into their content-area instruction. They also highlight three takeaways for educators interested in bringing making into their own classrooms.

scholarly journals The Development of Statistic Instructional Materials for Integrated Student about Electronic Publishing Based Statistical Literacy

2021 ◽  
Vol 8 (7) ◽  
pp. 1
Author(s):  
Oktaviana Ainun Ratnawati ◽  
Tatag Yuli Eko Siswono ◽  
Pradnyo Wijayanti
Keyword(s):  
Student Learning ◽  
Electronic Publishing ◽  
Instructional Materials ◽  
Test Results ◽  
Statistical Literacy ◽  
Study Program ◽  
Gain Score ◽  
Average Percentage ◽  
Significant Difference ◽  
Post Test

Good instructional materials are arranged systematically and they enable students to learn independently, up to date, easily digestible and designed in accordance with the applicable curriculum. This research aimed to determine the process and results of the development of integrated statistical instructional materials EPUB-based statistical literacy properly (valid, practical, and effective) and to determine whether there were significant differences between the pretest-posttest results. The type of research used was Research and Development (R&D) with the ADDIE type development model. The subjects in this research were 53 students of the mathematics education study program at Universitas Palangkaraya (UPR) and 41 students of the PGSD study program at Universitas Mushammadiyah Palangkaraya (UMPR). Data analysis used T-test and N-Gain test. The research results obtained were as follows: (1) The instructional materials developed contained statistical literacy and multimedia based, namely EPUB (2) The average validity obtained from the validator's assessment was 89.42% very valid of 89.42% (3) The average percentage of student responses to EPUB-based statistical literacy integrated instructional materials was 89.82%. Overall, instructional materials were in the very practical category. (4) student learning completeness reached 80.76%, there were 30 of 31 UPR students completed and student learning completeness reached 78, 80%, there were 22 UMPR students completed and it can be concluded that the use of EPUB was effective. (5) Furthermore, a significant difference can be seen from the UPR average of the experiment class posttest was 84.23 while the posttest control class was 61.23. It means that the post-test results of the experiment class were higher than the post-test results of the control class with a difference of 23 and the result of the N-gain score for the experiment class is 56.3% while the control class is only 4.24%. Meanwhile, a significant difference can also be seen from the average UMPR of the posttest experiment class was 78.14 while the posttest control class was 63.00. It means that the post-test results of the experiment class were higher than the post-test results of the control class with a difference of 15.14 and the results of the N-gain score for the experiment class are 56% while the control class was only 10%.

CREATIVE INSUBORDINATION IN STATISTICS TEACHING: POSSIBILITIES TO GO BEYOND STATISTICAL LITERACY

2020 ◽  
Vol 19 (1) ◽  
pp. 73-91
Author(s):  
LEANDRO DE OLIVEIRA SOUZA ◽  
CELI ESPASANDIN LOPES ◽  
NOLEINE FITZALLEN
Keyword(s):  
Education Research ◽  
Data Analysis ◽  
Cultural Context ◽  
Statistics Education ◽  
Social Contexts ◽  
Statistical Literacy ◽  
Research Journal ◽  
Collaborative Exploration ◽  
Political Actions ◽  
Enhance Student Learning

Statistics education has the potential to assist students to develop their identities and engage in problems and social contexts that assist in empowering them to act politically in the future. The actions and narrative reported in this paper seek to identify the way in which teachers could develop and implement statistical inquiries that utilize aspects of creative insubordination to enhance student learning experiences. This paper reports on two students who were supported to produce information and act politically on a problem founded in their social and cultural context. Reported practices in this research involved inquiry tasks that promoted collaborative exploration of ideas, data analysis, and reporting. Results evidence that teaching statistics through projects that focus on the development of political actions, Creative Insubordination, have the potential to improve students’ statistical skills. As a consequence, the students were able to go beyond being data producers and data consumers to being statisticians and political activists, a shift necessary for students to understand how data can be used to transform their lives and those of others. First published February 2020 at Statistics Education Research Journal Archives

Enhancing Intelligence, English and Math Competencies in the Classroom via e@Leader Integrated Online Edutainment Gaming and Assessment

2010 ◽  
pp. 263-283
Author(s):  
Anthony R. Dickinson ◽  
Diane Hui
Keyword(s):  
Student Learning ◽  
Primary Schools ◽  
School Curriculum ◽  
Assessment System ◽  
Developmental Neuroscience ◽  
Neuroscience Research ◽  
Scholastic Performance ◽  
Practical Program ◽  
Program Application ◽  
Beta Testing

Whether online edutainment gaming can enhance intelligence, student learning, or scholastic performance remains hotly debated in education research circles. In response to this academic issue, and in order to address a number of educational policy questions asked of the authors by several government organisations, the authors have developed the online e@Leader edutainment gaming platform as a solution. Their e@Leader program is the first comprehensive ‘learning by gaming’ system to also be designed according to the findings of advanced machine learning and cognitive developmental neuroscience research. In 2008, the first empirical evidence was generated with its use, and together with its built-in assessment system, integrated into the school curriculum. Beyond this existence proof of concept, and practical program application for educational use, results of beta-testing with the e@Leader system across primary schools in two countries support the claim for tutored online educational gaming in enhancing intelligence, active student learning, and scholastic performances in English and math.

Open Data in Australian Schools

2017 ◽  
pp. 29-54
Author(s):  
Jane Watson
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Open Data ◽  
School Curriculum ◽  
Data Sets ◽  
Australian School ◽  
School Students ◽  
Statistical Literacy ◽  
Analyse Data

This chapter focuses on statistical literacy and the practice of statistics from the perspective of middle school students and how their experiences can be enhanced by the availability of open data. The open data sets selected illustrate the types of contexts that are available and their connections to the Australian school curriculum. The importance of visualisation is stressed and the software TinkerPlots is the tool used for students to create representations and develop the understanding necessary to analyse data and draw conclusions. Building appreciation of the practice of statistics in this way further assists students to become critical thinkers in judging the claims of others later as statistically literate adults.

“I felt like I was not just a student:” examining graduate student learning at academic and professional conferences

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Anne Campbell ◽  
David Wick ◽  
Amy Marcus ◽  
JoAnn Doll ◽  
Aleena Yunuba Hammack
Keyword(s):  
Graduate Students ◽  
Transformative Learning ◽  
Student Learning ◽  
Graduate Student ◽  
School Curriculum ◽  
Virtual Space ◽  
Master's Level ◽  
Content Type ◽  
Common Notion ◽  
Virtual Conference

Purpose The purpose of this study is to explore what new knowledge is gained at academic and professional conferences by describing how this knowledge complements or contradicts campus-based learning and previous experiences of graduate students. Through gaining insights into conference-based learning, researchers and policymakers can create more complex and dynamic graduate student learning experiences and design conferences that welcome and encourage graduate student perspectives and voices. Design/methodology/approach Rooted in transformative learning theory, this qualitative study explores what and how master’s level graduate students learn at professional and academic conferences. Findings Findings point to four categories of learning through conferences: students acquired empirical knowledge, gained insights into professional and scholarly trends and values, explored diversity of the conference body and their own belonging and benchmarked their knowledge in relationship to scholars and professionals. Interviewees gained this knowledge by linking conference-based learning to their graduate school curriculum and previous knowledge and experiences. Practical implications Findings suggest considerations for educators, policymakers and administrators to enhance learning in graduate programs through in-person and virtual conference attendance. Originality/value This study adds to minimal existing research on graduate student learning beyond the campus that contributes to holistic learning at the master’s level. The findings on conference-based learning for graduate students go beyond the common notion of conferences as places of socialization for graduate students. These findings are increasingly relevant as academic and professional conferences are being reconsidered in the shift to the virtual space.

Sign in / Sign up

Export Citation Format

Share Document