Developing Concepts of Sampling
Developing Concepts of Sampling
复制标题
发展抽样概念
DOI：
10.2307/749819
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发表时间：
2000
影响因子：
2.8
通讯作者：
J. Moritz
中科院分区：
文献类型：
--
作者：
Jane Watson;J. Moritz
发展与统计推断有关的想法的一个关键因素涉及发展抽样概念。本研究旨在了解学生对样本概念的建构特点。六十二名学生在3年级，6年级和9年级进行了采访，使用开放式的问题有关的抽样，书面答复问卷进行了分析。答复的特点与统计扫盲的内容、结构和目标有关。确定了六类结构，并就取样概念的发展复杂性进行了说明。这些类别说明了适当理解代表性的有益和无益的基础，因此将有助于课程开发者和教师规划干预措施。儿童如何发展形成统计抽样基础的直觉？许多教育者似乎认为学生理解样本与样本之间的部分-整体关系，以及观察整体的目的。是否有必要更明确地说明从校外抽样的含义，例如在超市或医疗环境中抽样，在这些环境中，变异通常不是一个问题，过渡到推断所需的代表性抽样，即必须不带偏见地描述基本人口的抽样？这个问题反映了本文报告的研究背后的教育问题之一。另一个问题与学生在离开学校之前达到一定程度的统计知识的目标有关，这将使他们能够根据量化数据为社会决策作出有意义的贡献。在抽样的背景下，满足这一目标需要学生发展的抽样方法和动机的理解，能够质疑基于有偏见的抽样方法的索赔。
A key element in developing ideas associated with statistical inference involves developing concepts of sampling. The objective of this research was to understand the characteristics of students' constructions of the concept of sample. Sixty-two students in Grades 3, 6, and 9 were interviewed using open-ended questions related to sampling; written responses to a questionnaire were also analyzed. Responses were characterized in relation to the content, structure, and objectives of statistical literacy. Six categories of construction were identified and described in relation to the sophistication of developing concepts of sampling. These categories illustrate helpful and unhelpful foundations for an appropriate understanding of representativeness and hence will help curriculum developers and teachers plan interventions. How do children develop the intuitions that form the foundation for sampling in statistics? Many educators appear to assume students understand the part-whole relationship of sample to sampled and the purpose of seeing what the whole is like. Is there a need to make more explicit the transition from out-of-school connotations of sampling, such as in supermarkets or medical contexts in which variation is not usually an issue, to representative sampling required for inference, sampling that must depict the underlying population without bias? This question reflects one of the educational issues underlying the research reported in this article. Another issue is associated with the goal of students' achieving, before they leave school, a level of statistical literacy that will allow them to contribute meaningfully to social decision making based on quantitative data. In the context of sampling, meeting this goal requires that students develop both an understanding of sampling methods and the motivation to be able to question claims based on biased sampling methods.