Discovery Learning Projects in Introductory Statistics

这个第二类项目扩展了2007年至2010年NSF第一期CCLI项目的研究和课程开发。在第一阶段，合作pi制作了讲师和学生指南，用于在大学和大学先修课程（AP）中学的入门统计学课程中实施发现学习项目。他们还开发并验证了三种工具：内容知识测试，统计任务自我效能量表和统计感知有用性量表。5名大学和AP中学试点教师使用了这些材料；使用这三种仪器测量学生的成绩，并在准实验对照中与每位教师之前的学生成绩进行比较。处理设计。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。结果还显示了教师之间的变量效应，以及教师，学生成绩水平和材料使用三个变量之间的交互作用。在第二类项目中，修订了课程材料以增加灵活性。对照处理设计是重复使用地理上不同的全国群体。此外，现有的仪器被更新，以更准确地测量学生的知识和态度获得通过参与发现项目。为了衡量教师对促进这些项目的倾向，我们创建了一个新的工具。最后，团队在研究设计中引入了定性成分。项目目标如下：1。促进探索项目课程材料的纵向整合和更广泛的大学应用：使项目指南适应中学早期课程让大学指南更加灵活。修改第一阶段的定量工具，并使用这些工具来分析学生的结果。使用质性研究探索教师、学生和发现项目之间的互动。广泛传播改进的课程材料和定量/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.