Incorporating Multiple Epistemologies into Teaching Statistics to Social Work Students
Incorporating Multiple Epistemologies into Teaching Statistics to Social Work Students
复制标题
将多种认识论纳入社会工作专业学生的统计学教学中
DOI：
10.1300/j067v22n01_03
复制
发表时间：
2002
影响因子：
0.8
通讯作者：
Kimberly A. Calderwood Msw
中科院分区：
文献类型：
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作者：
Kimberly A. Calderwood Msw
摘要本文的目的是开始讨论和反思使用替代范式作为理论基础的教学统计社会工作专业的学生。讨论的范式包括实用主义，批判理论，女权主义和后实证主义。作者强调向学生展示统计学在社会工作实践中的相关性的重要性。建议的办法包括：教学统计语言，基于问题的学习方法，并在课堂上创造一个协作的环境。有关课程名称，课程大纲，评估和评分程序的问题也得到了解决。
Abstract The purpose of this paper is to initiate discussion and reflection about using alternative paradigms as a theoretical foundation for teaching statistics to social work students. The paradigms discussed include pragmatism, critical theory, feminism, and post-positivism. The author emphasizes the importance of demonstrating to students the relevance of statistics in social work practice. Recommended approaches include: teaching statistics as language, the problem-based learning approach, and creating a collaborative environment in the classroom. Issues regarding the course title, course outline, and assessment and grading procedures are also addressed.