探索学生在与异常数据接触时的感知
Adrian Adams1, Lauren Barth-Cohen2
1Department of Educational Psychology, University of Utah, Salt Lake City, UT 84112.
CBE life sciences education
|November 20, 2024
概括
在研究中遇到异常数据的学生使用各种推理策略来理解和解决它. 解释异常的原因影响了如何处理数据的决策,这对于有效的实验室支持至关重要.
科学领域:
- 本科研究教育研究教育.
- 科学推理的科学推理
- 数据分析数据分析
背景情况:
- 学生在本科研究中经常遇到异常数据,偏离预期的结果.
- 当前的研究通常依赖于追溯方法,如采访或调查,以了解学生对异常的推理.
- 需要研究学生在面对意想不到的数据时的实时决策过程.
研究的目的:
- 调查学生在识别和处理异常数据时的即时感知和推理.
- 探索学生在与意想不到的数据点互动时所使用的认识论资源.
- 了解学生对异常的解释如何影响他们随后的数据处理选择.
主要方法:
- 进行了大声思考采访,本科生与更大的数据集中的异常数据互动.
- 定性分析的重点是确定学生的认识论资源和推理模式.
- 该研究检查了学生的推理和他们对异常数据的决定之间的联系.
主要成果:
- 学生在对异常数据的理解过程中使用各种认识论资源.
- 学生对异常产生的解释直接影响他们保留,删除,回忆或减轻数据的决定.
- 当学生处理意想不到的结果时,他们的推理过程是复杂和多样化的.
结论:
- 了解学生对异常数据的直接推理对于研究环境中有效的教学支持至关重要.
- 该研究强调了实时分析学生感知能力的重要性,以改善本科研究培训.
- 根据学生的认识论资源开发有针对性的干预措施,可以提高他们管理异常数据的能力.
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