The HILT-LAS Project: High Impact, Little Time activities that address Lexical Ambiguity in Statistics

该项目将满足日益增长的国家对改善本科统计教育的需求，使美国大批居民能够更深入地了解统计，以便做出明智的决定。一个必然的结果是，对于一个受过良好教育的复杂社会来说，统计素养是必不可少的。近年来，人们对本科科学、技术、工程和数学（STEM）领域的教学和学习有了很多了解，STEM教育的建议之一是促进课堂上的主动学习。与此相一致的是，STEM学科的教育研究人员长期以来也注意到，语言往往是学生学习科学的障碍。在美国国家科学基金会改善本科STEM教育计划的资助下，项目研究者将为本科一年级统计学课程创建和研究一系列基于研究的活动和相应的材料。这些活动和材料的设计将对学生的学习产生很大的影响，而教师只需要很少的时间来采用和实施。这些高影响力小时间（HILT）活动和材料也将侧重于在统计过程中打破语言和术语障碍。根据2012年国家研究委员会《基于学科的教育研究报告》的建议，该项目将汇集一个由统计学家、基于学科的统计教育研究人员和具有评估和师资发展背景的专家评估者组成的多学科研究团队，以指导统计学入门课程的学习和教学改进。该项目的目标是：(1)开发一套基于研究的HILT活动，以解决学生学习与语言使用相关的统计问题；(2)产生关于这些活动对学生统计学学习影响的循证知识；(3)创建可广泛传播的统计学教育互动式专业发展教学模式；(4)建立网络资料库的基础，不仅要传播HILT的活动，而且要包含促进和维持专业发展模式成功所必需的功能。研究人员将采用混合方法来确定(a) HILT语言活动的实施在多大程度上促进了学生在统计学方面的学习，以及(b)教学方法对发展或改善学生在统计学方面的学习成果是有效的。定量数据将用于确定学生学习差异的程度，fhs数据将通过第一门统计学课程成果综合评估（CAOS）的管理来收集。项目团队还将通过词汇歧义仪（LAI）收集定性数据，这将作为项目的一部分最终确定。将收集和分析参与HILT活动的学生和未参与HILT活动的学生的数据。

This project will address the growing national need for improvements in undergraduate statistics education to enable a large cadre of America's residents to acquire a deeper understanding of statistics in order to make informed decisions. A corollary is that statistical literacy is imperative for an educated complex society. Recently, much has been learned about the teaching and learning of undergraduate science, technology, engineering and mathematics (STEM) fields, and one of the recommendations in STEM education is to foster active learning in the classroom. In line with this, education researchers in the STEM disciplines also have long noted that language often poses a barrier for students studying science. With funding from the NSF Improving Undergraduate STEM Education Program, the project investigators will create and study a collection of research-based activities and corresponding materials for first-year undergraduate statistics courses. These activities and materials will be designed to have high impact on student learning, while requiring little time for an instructor to adopt and implement. These High Impact Little Time (HILT) activities and materials also will focus on breaking down language and jargon barriers in statistics in the process. Following a recommendation from the 2012 National Research Council Report on Discipline-Based Education Research, the project will bring together a multidisciplinary research team of statisticians, discipline-based statistics education researchers, and an expert evaluator with background in assessment and faculty development to guide improvements in learning and instruction in introductory statistics courses. The goals of this project are to: (1) develop a set of research-based HILT activities for addressing issues in student learning of statistics related to language use; (2) generate evidence-based knowledge of the effects these activities have on student learning in statistics; (3) create an interactive professional development instructional model in statistics education that can be widely disseminated; and (4) produce the basis for a web-repository designed not only to disseminate the HILT activities, but also to contain the functionality necessary to promote and sustain the success of the professional development model. The researchers will employ a mixed methods methodology to determine (a) to what extent the implementation of the HILT language activities promote student learning in statistics and (b) the instructional approaches which are effective for developing or improving student learning outcomes in statistics. Quantitative data will be used to determine the extent of differences in student learning, and fhs data will be collected via the administration of the Comprehensive Assessment of Outcomes of a first Statistics Course (CAOS). The project team will also collect qualitative data via the Lexical Ambiguity Instrument (LAI), which will be finalized as part of the project. Data will be collected and analyzed from both students who are exposed to the HILT activities and those who are not.