Discovery Learning Projects in Introductory Statistics

这一第二类项目扩展了2007年至2010年在NSF第一阶段CCLI项目中进行的研究和课程开发。在第一阶段，联合个人投资促进机构编写了教师和学生指南，用于在大学和高级预科课程的中学阶段实施统计入门课程中的发现学习项目。他们还开发并验证了三个工具：内容知识测试、统计任务自我效能量表和统计有用性感知量表。五名大学和AP二级飞行员教师使用了这些材料；学生结果使用三种工具进行测量，并在准实验控制与治疗设计中与每个教师先前的学生结果进行比较。结果显示出显著的进步，特别是在学生的自我信念和内容知识方面。研究结果还显示，教师之间的影响是不同的，以及教师、学生成绩水平和材料使用三个变量之间存在交互作用。在第二类项目中，课程材料进行了修订，以增加灵活性。对照-处理设计重复使用不同地理位置的全国组。此外，对现有工具进行了更新，以更准确地衡量学生通过参与发现项目所获得的知识和态度。为了衡量教师对促进这些项目的取向，创建了一种新的工具。最后，团队在研究设计中引入了定性部分。项目目标如下：1.促进发现项目课程材料的垂直整合和更广泛的大学实用性：使项目指南适用于早期中学课程；使大学指南更加灵活。修改第一阶段的量化工具，并使用这些工具来分析学生的结果。运用质的研究来探索教师、学生和发现项目之间的互动。广泛传播改进后的课程材料和定量/定性研究成果。

This Type II project extends research and curriculum development performed in an NSF Phase I CCLI project conducted from 2007 to 2010. In Phase I, co-PIs produced Instructor and Student Guides for implementing discovery learning projects in introductory statistics courses at college and Advanced Placement (AP) secondary levels. They also developed and validated three instruments: a content knowledge test, a self-efficacy scale for statistical tasks, and a scale for perceived usefulness of statistics. Five college and AP secondary pilot instructors used the materials; student outcomes were measured using the 3 instruments and were compared to prior student outcomes for each instructor in a quasi-experimental control-vs.-treatment design. Results showed significant gains, particularly in student self beliefs and also in content knowledge. Results also showed variable effect among instructors, as well as interaction among three variables: instructor, student achievement level, and use of the materials. In the Type II project, curriculum materials are revised to add flexibility. The control-treatment design is repeated using a geographically diverse nationwide group. In addition, the existing instruments are updated to more accurately measure student knowledge and attitude gains achieved by participating in the discovery projects. To measure teacher orientation toward facilitating these projects, a new instrument is created. Finally, the team introduces a qualitative component to the research design. The project goals are as follows:1. Promote vertical integration and wider university utility of Discovery Project Curriculum Materials: Adapt project guides to early secondary curricula; make college guides more flexible.2. Revise quantitative instruments from Phase I and use these to analyze student outcomes.3. Use qualitative research to explore interactions among teachers, students and discovery projects.4. Widely disseminate improved curricular materials and quantitative/qualitative research results.