Discovery Learning Projects in Introductory Statistics

统计学入门发现学习项目

• 批准号: 1021584
• 负责人: Dianna Spence
• 金额: $ 39.7万
• 依托单位: University of North Georgia
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2010
• 资助国家: 美国
• 起止时间: 2010-09-15 至 2015-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1021584&HistoricalAwards=false
• 关键词: Discovery; Learning; Projects; Introductory; Statistics

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.

该II型项目扩展了2007年至2010年进行的NSF第一阶段CCLI项目中进行的研究和课程开发。在第一阶段，联合项目研究员编写了教师和学生指南，用于在大学和AP中学的入门统计课程中实施发现学习项目。他们还开发和验证了三种工具：内容知识测试，统计任务的自我效能量表，以及统计有用性的感知量表。五所大学和AP中学试点教师使用的材料;学生的成果进行了测量，使用3种仪器，并进行了比较，以前的学生成果为每个教师在一个准实验控制与。处理设计结果显示，显着的收益，特别是在学生的自我信念，也在内容知识。结果还表明，教师之间的变量效应，以及三个变量之间的相互作用：教师，学生的成绩水平，和使用的材料。在第二类项目中，修订了课程材料，以增加灵活性。使用地理上不同的全国性组重复对照治疗设计。此外，现有的工具进行了更新，以更准确地衡量学生的知识和态度所取得的参与发现项目。为了衡量教师对促进这些项目的取向，一个新的工具创建。最后，该团队引入了一个定性的组成部分，研究设计。项目目标如下：1.促进纵向一体化和探索项目课程材料的更广泛的大学效用：使项目指南适应初中课程;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。运用质性研究探讨教师、学生与发现项目之间的互动.广泛传播经改进的教材和定量/定性研究成果。