学生如何用计算机模拟对统计抽样进行推理? 从有基础的认知角度进行综合性审查.
Sebahat Gok1,2, Robert L Goldstone3,4
1Program in Cognitive Science, Indiana University, 1101 E. 10th Street, Bloomington, IN, 47405, USA. sebahgok@gmail.com.
Cognitive research: principles and implications
|May 30, 2024
概括
交互式计算机模拟可能有助于建立统计思维习惯,但即使使用这些工具,学生仍然难以处理复杂的统计概念,如采样分布和推理.
科学领域:
- 教育心理学教育心理学
- 统计学 教育 统计学 教育
背景情况:
- 交互式计算机模拟是统计推理的常见教学工具.
- 诸如双重过程和接地认知等理论框架为模拟设计和学习提供了信息.
- 了解统计抽样对于发展统计素养至关重要.
研究的目的:
- 检查互动计算机模拟在统计教育中的有效性.
- 调查模拟如何影响学生的统计推理和概念理解.
- 为优化基于模拟的统计学学习提出教学策略.
主要方法:
- 关于统计抽样模拟的教育文献的审查.
- 双重过程的对比和基于认知的理论框架.
- 分析学生在使用和不使用模拟的统计推理方面的困难.
主要成果:
- 模拟显示,发展统计思维习惯有暂时的好处.
- 学生持续存在的困难包括聚合数据视图,抽样分布,大数定律,推理和独立于上下文的推理.
- 接地认知为理解这些学习挑战提供了一个框架.
结论:
- 模拟可以支持统计推理,但更深层次的概念理解仍然是一个挑战.
- 接地认知原则可以指导设计更有效的模拟.
- 提出了可测试的教学策略,以增强统计教育中模拟的意义.
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