THE SUBJECT OF STATISTICS IN NATURAL SCIENCE CURRICULA: A CASE STUDY

THE SUBJECT OF STATISTICS IN NATURAL SCIENCE CURRICULA: A CASE STUDY
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自然科学课程中的统计学主题：案例研究

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发表时间：
2015
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通讯作者：
J. Leppink
J. Leppink
中科院分区：
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文献类型：
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作者：
Aneta Hybšová;J. Leppink

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统计被认为是全球范围内包括自然科学课程在内的广泛课程中不可或缺的一部分。关于统计在课程中的作用和地位，教师和课程开发者通常面临四个问题：(1)如何将统计整合到课程中；（二）涵盖哪些主题和具体内容；(3)在课程中分配多少时间给统计学；(4)如何组织课程，选择哪些学习材料。本文通过案例研究解决了这四个问题：捷克布拉格查尔斯大学的四个课程，比较了他们如何解决这四个问题。将这种比较置于认知负荷理论的框架和受该理论启发的二十年的研究中，本文总结了在设计课程时解决上述四个问题的一些指导方针。
Statistics is considered to be an indispensable part of a wide range of curricula across the globe, natural science curricula included. Teachers and curriculum developers are typically confronted with four questions with regard to the role and position of statistics in a curriculum: (1) how to integrate statistics in the curriculum; (2) which topics to cover and in what detail; (3) how much time to allocate to statistics in a curriculum; and (4) how to organize a course and which study materials to select. This paper addresses these four questions through a case study: four curricula at Charles University, Prague, Czech Republic, are compared in terms of how they address these four questions. Placing this comparison in a framework of cognitive load theory and two decades of research inspired by this theory, this paper concludes with a number of guidelines for addressing the aforementioned four questions when designing a curriculum.