Teaching Statistics to Medical Undergraduates

This article summarises the proceedings of a conference entitled ‘Teaching Statistics to Medical Undergraduates’. Eight invited speakers and discussants presented their views to an audience representing teachers of medical statistics from Universities throughout the United Kingdom and Irish Republic.     

The Elusive Slope

In understanding upper secondary school students’ interpretations of information in graphical representations of a distance–time graph and an ECG graph, little attention has been paid to the analysis of the condition of the conceptual development related to their utterances. Understanding this better can help improve the teaching of interpretations of information in graphical representations of different situations. This paper integrates results from 2 studies and 3 theoretical perspectives: Tall and Vinner’s theoretical perspectives on learning, Chi’s ontological perspectives on conceptual development and Friel’s theoretical perspectives on interpretation of graphical information. The findings provide evidence to support the conjecture that iconic interpretations could be stimulated and generated as a result of student categorisation of a distance–time graph as an event, when in fact the graph is being used to describe and communicate a process. The outcome further indicates that students found a resemblance between the ECG diagram and the periodic function of f(x) = sin(x).     

新课程理念下高师概率统计教学改革的探索

在新课程理念的指导下,从“大统计学”角度去整合和优化高师概率统计有关的教学内容,提出高师概率统计的教学内容应为三大模块,即概率论与数理统计、现代统计分析方法与应用、中学概率统计教学与研究．教学内容的确定要符合基础性、师范性、先进性和实践性等原则．教学方法和手段多样化,讲授、操作和实践相结合,注重思想方法的教学,采用类比法教学和案例教学,以及情境体验与建模的教学,注重现代信息技术与课程的整合．考试形式多样化,开卷与闭卷、笔试与口试相结合;成绩评定灵活化,充分调动学生学习的积极性．     

Data and graph interpretation practices among preservice science teachers

The interpretation of data and construction and interpretation of graphs are central practices in science, which, according to recent reform documents, science and mathematics teachers are expected to foster in their classrooms. However, are (preservice) science teachers prepared to teach inquiry with the purpose of transforming and analyzing data, and interpreting graphical representations? That is, are preservice science teachers prepared to teach data analysis and graph interpretation practices that scientists use by default in their everyday work? The present study was designed to answer these and related questions. We investigated the responses of preservice elementary and secondary science teachers to data and graph interpretation tasks. Our investigation shows that, despite considerable preparation, and for many, despite bachelor of science degrees, preservice teachers do not enact the (“authentic”) practices that scientists routinely do when asked to interpret data or graphs. Detailed analyses are provided of what data and graph interpretation practices actually were enacted. We conclude that traditional schooling emphasizes particular beliefs in the mathematical nature of the universe that make it difficult for many individuals to deal with data possessing the random variation found in measurements of natural phenomena. The results suggest that preservice teachers need more experience in engaging in data and graph interpretation practices originating in activities that provide the degree of variation in and complexity of data present in realistic investigations. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 1063–1088, 2005     

概率论与数理统计“金课”建设与教学改革--基于慕课的混合式教学模式的探索与实践

为了培养学生高级思维及解决复杂问题的综合能力,我们对概率论与数理统计课程开展了"金课"建设研究与实践。在原有课程建设的基础上,开发制作了概率论与数理统计在线课程,并开展了翻转课堂及线上线下混合式教学。教学内容增加了前沿性和应用性,教学方式和教学手段体现了先进性,线下教学活动具有探究性和个性化,考核方式呈现全程性和多元化。通过课程的建设和改革,成功地实现了从"传授知识型"到"培养能力型"的转变。     

A data generating review that bops,twists and pulls at misconceptions

Statistics is an integral part of the K–12 mathematics curriculum (age 5–18). Naturally, students construct misconceptions of what they learn. This article discusses The Bop It^© Challenge, a review activity assesses student understanding and reveals their misundertandings of statistical concepts.     

Detecting Measurement Disturbances in Rater‐Mediated Assessments

The term measurement disturbance has been used to describe systematic conditions that affect a measurement process, resulting in a compromised interpretation of person or item estimates. Measurement disturbances have been discussed in relation to systematic response patterns associated with items and persons, such as start‐up, plodding, boredom, or fatigue. An understanding of the different types of measurement disturbances can lead to a more complete understanding of persons or items in terms of the construct being measured. Although measurement disturbances have been explored in several contexts, they have not been explicitly considered in the context of performance assessments. The purpose of this study is to illustrate the use of graphical methods to explore measurement disturbances related to raters within the context of a writing assessment. Graphical displays that illustrate the alignment between expected and empirical rater response functions are considered as they relate to indicators of rating quality based on the Rasch model. Results suggest that graphical displays can be used to identify measurement disturbances for raters related to specific ranges of student achievement that suggest potential rater bias. Further, results highlight the added diagnostic value of graphical displays for detecting measurement disturbances that are not captured using Rasch model–data fit statistics.     

Modified team‐based learning strategy to improve human anatomy learning: A pilot study at the Universidad del Norte in Barranquilla,Colombia

As part of an institutional program sponsored by the Centre for Teaching Excellence at the Universidad del Norte, Barranquilla, Colombia, we developed an educational research study on two sessions of human anatomy in which we combined team‐based learning (TBL) and the use of iPads. Study data included the TBL, assessments applied during the course, student's grades on mid‐term examinations and students' perceptions of their experiences. Students reported a positive attitude toward the use of the TBL sessions, and the results showed a significant improvement in their learning between the first and second sessions. Significantly positive correlations (P < 0.05) were obtained between (a) the individual students' readiness test performance 1 and mid‐term examination 1, (b) the individual readiness test performances from Session 1 to Session 2, and (c) the group readiness test performances from the first and second sessions. These results point to positive learning experiences for these students. Analyses of the students' reflections on their activities also pointed toward future challenges. Anat Sci Educ 7: 399–405. © 2014 American Association of Anatomists.     

案例引导教学法在数理统计课程中的应用

案例引导教学法是立足于案例,通过教师引导,使学生自主学习教学内容的教学方法。数理统计的教学内容涉及许多的实际问题,比较适合用案例引导教学法。着重讨论了在数理统计课程中案例引导教学法的实施过程、优点、及几点要求。     

A formula for a two‐dice horse race

A formula is derived for a ‘two‐dice horse race’, in which two ordinary dice are thrown repeatedly and each time the sum of the scores determines which horse (numbered 2 to 12) moves forward one space. This paper answers a question posed in a former Teaching Statistics article, and demonstrates the value of simulation.     

Teaching first‐year statistics students with COVID‐19 real‐world data: Graphs

It is said that a picture is worth a thousand words, but what about graphs? Although graphs have the potential to bring data to life, numerous studies show that learners struggle with graphical comprehension. Furthermore, many textbook examples on graphs are boring and appear meaningless to students. Students want to know more about something which is interesting, meaningful, and worth knowing, in other words, something relevant. With the outbreak of the novel coronavirus in December 2019, COVID‐19 is dominating the news worldwide, and the internet is flooded with visual presentations about the virus. To make statistics more fascinating and exciting, relevant and real‐world data such as these can be used in the classroom to stimulate the learning of important statistical concepts such as graphs. Curcio's three levels of graphical comprehension were used as a framework in this study, while the importance of developing a global view on distributions was also emphasized.     

Statistical reasoning of middle school children engaged in survey inquiry

The case study examined two groups of grade 7 students as they engaged in four inquiry phases: posing a question and collecting, analyzing, and representing data. Previous studies reported analyses of statistical reasoning on a single inquiry phase. Our goal was to identify the modes of statistical reasoning displayed during group discussions in all phases as children designed and conducted their own inquiry. A content analysis of audio and video recorded discussions yielded 10 statistical reasoning modes: six relate to Garfield and Gal’s [Garfield, J., Gal, I. (1999). Teaching and assessing statistical reasoning. In L. V. Stiff, & F. R. Curcio (Eds.), Developing mathematical reasoning in grades K-12. 1999 Yearbook (pp. 207–219). Reston, VA: National Council of Teachers of Mathematics] statistical reasoning types involved in the collection, analysis, and representation of data and four modes deal with an aspect of inquiry not exclusively focused upon in the literature on statistical reasoning—i.e., the problem-posing phase. Although students’ reasoning reflected an incomplete understanding of statistics they serve as building blocks for instruction.     

基于AOE-网的建筑工程施工工期求解的算法设计与实现

要对建筑工程时间上有一个有效管理,必须采用科学的计算方法,对施工工期进行精确求解。AOE-网是一个带有权的有向无环图,图上的顶点可由建筑工程每个施工工程项目表示,每个项目间实施时间要求作为图上的权值,它是计算工期的一种最有效的图形工具。采用类C++语言设计该图形工具的算法,为用计算机来求解工期提供了一种有效的方法。     

Why do we need to employ Bayesian statistics and how can we employ it in studies of moral education?: With practical guidelines to use JASP for educators and researchers

In this article, we discuss the benefits of Bayesian statistics and how to utilize them in studies of moral education. To demonstrate concrete examples of the applications of Bayesian statistics to studies of moral education, we reanalyzed two data sets previously collected: one small data set collected from a moral educational intervention experiment, and one big data set from a large-scale Defining Issues Test-2 survey (DIT). The results suggest that Bayesian analysis of data sets collected from moral educational studies can provide additional useful statistical information, particularly that associated with the strength of evidence supporting alternative hypotheses, which has not been provided by the classical frequentist approach focusing on P-values. Finally, we introduce several practical guidelines pertaining to how to utilize Bayesian statistics, including the utilization of newly developed free statistical software, Jeffrey’s Amazing Statistics Program (JASP), and thresholding based on Bayes Factors (BF), to scholars in the field of moral education.     

Prevalence and predictors of out‐of‐field teaching in the first five years

Many new science teachers are assigned to teach subjects in which they have not been prepared, a practice referred to as out‐of‐field (OOF) teaching. Teaching OOF has been shown to negatively influence instruction and constrain teachers’ development. In this study, we explored the extent to which new secondary science teachers were assigned OOF across their first 5 years. Analysis of this longitudinal data set indicated that these assignments were common. While new science teachers were assigned to teach a variety of subjects over their first 5 years of teaching, they were not assigned more or fewer OOF courses over time. Furthermore, results indicated that teachers in certain situations are more likely than others to be assigned to teach OOF. Even with federal legislation in the United States seeking to eliminate OOF teaching, a large portion of new secondary science teachers are assigned to teach science disciplines for which they are inadequately prepared. Based on the findings of this study, it is worth exploring policy avenues that eliminate OOF teaching. Policymakers, administrators, and teacher educators should seek to provide supports, such as science‐specific induction programs designed for new teachers who are assigned OOF, and science teacher educators should prepare prospective teachers to teach multiple science disciplines. © 2017 Wiley Periodicals, Inc. J Res Sci Teach 54:1197–1218, 2017     

面向对象地测图形编辑系统的研制

应用面向对象技术,采用图形界面,使矿山地测图形系统定成图形编辑、图形的输入和输出。     

Review of Graph Comprehension Research: Implications for Instruction

Graphs are commonly used in textbooks and educational software, and can help students understand science and social science data. However, students sometimes have difficulty comprehending information depicted in graphs. What makes a graph better or worse at communicating relevant quantitative information? How can students learn to interpret graphs more effectively? This article reviews the cognitive literature on how viewers comprehend graphs and the factors that influence viewers' interpretations. Three major factors are considered: the visual characteristics of a graph (e.g., format, animation, color, use of legend, size, etc.), a viewer's knowledge about graphs, and a viewer's knowledge and expectations about the content of the data in a graph. This article provides a set of guidelines for the presentation of graphs to students and considers the implications of graph comprehension research for the teaching of graphical literacy skills. Finally, this article discusses unresolved questions and directions for future research relevant to data presentation and the teaching of graphical literacy skills.     

Current State of Web Sites in Science Education—Focus on Atomic Structure

Web-Based Learning—usage of the web as an arena for learning—has captured the imagination and interest of science educators worldwide. The accessibility to a huge, interlinked, and complex network of information as well as the availability of novel communication means offer new ways to use scientific information, to communicate, and to learn. The web's advanced graphical tools and computational power allow scientists, educators, and students to visualize scientific data and processes in ways that were previously impossible, allowing a deeper understanding of natural phenomena. However, it is unclear to what extent these powerful tools are practically implemented in science education. Our study, aimed at answering this question, focused on the pedagogical and technological characteristics of web sites attempting to teach the subject of atomic structure. A classification scheme was developed and implemented on 95 educational web sites, of various levels and disciplines, focusing on atomic structure. The results show that advanced communication means and graphical tools are rarely used. While the content of the majority of web sites can be considered reliable, in their structure, level of graphics, and content they resemble an online version of a textbook rather than a new, interactive, learning environment. These findings are discussed in detail.