Authentic Inquiry With Data: Critical Barriers to Classroom Implementation

Hancock, Chris; Kaput, James J.; Goldsmith, Lynn T.

doi:10.1207/s15326985ep2703_5

Cited by 153 publications

(117 citation statements)

References 6 publications

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“…Similarly, for students in Grades 3 to 9, Gal, et al (1990) found that some students did not use the mean in their comparisons even though they had demonstrated familiarity with the algorithm. In a study of students from Grades 5 to 8, Hancock, Kaput and Goldsmith (1992) also found that some students did not use means to make comparisons between groups of unequal size, many using totals instead. Hancock et al (1992) also found that students tended to…”

Section: Misconceptions About Measures Of Central Tendencymentioning

confidence: 99%

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Students’ Understanding of Statistical Inference: Implications for Teaching

Reaburn

2018

Structuring the Thesis

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Section: Misconceptions About Measures Of Central Tendencymentioning

confidence: 99%

“…In a study of students from Grades 5 to 8, Hancock, Kaput and Goldsmith (1992) also found that some students did not use means to make comparisons between groups of unequal size, many using totals instead. Hancock et al (1992) also found that students tended to…”

Section: Misconceptions About Measures Of Central Tendencymentioning

confidence: 99%

Students’ Understanding of Statistical Inference: Implications for Teaching

Reaburn

2018

Structuring the Thesis

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“…One of the most widely known database related work for primary and secondary education is the "Tabletop" software (Hancock, & Kaput, 1990), (Hancock, Kaput, & Goldsmith, 1992), (Bagnall, 1994), which mainly aims at data analysis rather than database design in the level of typical conceptual and logical design.…”

Section: O P Ymentioning

confidence: 99%

Improving database design teaching in secondary education: action research implementation for documentation of didactic requirements and strategies

Fessakis

Dimitracopoulou

Komis

2005

Computers in Human Behavior

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Database design and use has educational interest for utilitarian and learning reasons. Database technology has significant economic impact and the demand for database design can not be covered by the existent educated experts. Furthermore the database management systems available at schools could be used for the design and implementation of high quality learning activities. Databases are general purpose modeling environments that enable problem solving using conceptual frameworks closer to the solver and the problem than the machine architecture. Databases design introduction in the curricula of secondary education programs raises educational research questions. Research questions concern the didactics of the subject as well as the value of database design based learning activities. In this paper we present some of the more significant findings of an action research concerning the database design in secondary education. Research questions concern the ideas of students about databases and their difficulties during database design. Data, collected using a variety of research activities, are analyzed and discussed and teaching strategies are proposed. Keywords: Database modeling and design, Cognitive difficulties, Secondary Education IntroductionDatabase technology has significant economic impact. Labor statistics organizations predict that database management is likely to experience of the faster growth in jobs for the period 1998-2008(Antony & Batra, 2002. This is mainly because administration systems and many internet applications are based on databases. The increasing demand for database construction results on a significant percentage of databases developed by employees without formal related training. The data base design from uneducated people (e.g. end users) raises issues concerning effectiveness of the produced solutions (Batra, Hoffer, & Bostrom, 1990). The above facts state utilitarian reasons for large scale database design education.Furthermore Data Base Management Systems (DBMS's) as general purpose modeling environments (Hancock, & Kaput, 1990) are cognitive tools (Jonassen, 2000) that enable their users to exploit computational resources for problem solving providing conceptual frameworks closer to the user and the problem than the computer architecture. Databases represent the structural characteristics of physical systems. In contrast with other structural modeling techniques (e.g. conceptual maps), databases are interactive and executable models facilitating learning activities in * Corresponding author E-mail addresses: [gfesakis, adimitr]@rhodes.aegean.gr (Fessakis G., Dimitracopoulou A.), komis@upatras.gr (Komis V). of 3Tuesday , September 02, 2003Elsevier R e v i e w C o p y which the learner actively reflects his own perception of the physical system under study. Database design can be used for the development of learning activities consistent to modern learning theories and didactic approaches. The above observations combined with the wide availability of user friendly DBMS's at sc...

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“…Moreover, children's ability to reason about data depends on whether they have made the shift from thinking of individual data points (e.g., 10 data points represent 10 individual responses) to thinking in terms of a collection of data (aggregates) that are distributed in a particular way (e.g., averages) (Cobb, 1999;Hancock, Kaput, & Goldsmith, 1992;Konold, Robinson, Khalil, Pollatsek, & Well, 2002;Lehrer & Schauble, 2004). This capability provides the basis for students to be able to reason inductively, that is, to draw conclusions by generalizing a finding from a set of observed data.…”

Section: Introductionmentioning

confidence: 99%

“…General knowledge and beliefs acquired in social situations can influence the interpretation of formal properties of a statistical problem. For instance, Hancock et al (1992) found that 15-year old students relied on their personal knowledge about music to reject country and western as an option in a survey on types of music. These adolescents stated that, ''nobody listens to that stuff'' (p. 357) and their belief was that ''nobody should' ' (p. 357).…”

Section: Introductionmentioning

confidence: 99%

Statistical reasoning of middle school children engaged in survey inquiry

Lavigne

Lajoie

2007

Contemporary Educational Psychology

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The case study examined two groups of grade 7 students as they engaged in four inquiry phases: posing a question and collecting, analyzing, and representing data. Previous studies reported analyses of statistical reasoning on a single inquiry phase. Our goal was to identify the modes of statistical reasoning displayed during group discussions in all phases as children designed and conducted their own inquiry. A content analysis of audio and video recorded discussions yielded 10 statistical reasoning modes: six relate to Garfield and Gal's [Garfield, J., Gal, I. (1999). Teaching and assessing statistical reasoning. In L. V. Stiff, & F. R. Curcio (Eds.), Developing mathematical reasoning in grades K-12. 1999 Yearbook (pp. 207-219). Reston, VA: National Council of Teachers of Mathematics] statistical reasoning types involved in the collection, analysis, and representation of data and four modes deal with an aspect of inquiry not exclusively focused upon in the literature on statistical reasoning-i.e., the problem-posing phase. Although students' reasoning reflected an incomplete understanding of statistics they serve as building blocks for instruction.

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Authentic Inquiry With Data: Critical Barriers to Classroom Implementation

Cited by 153 publications

References 6 publications

Students’ Understanding of Statistical Inference: Implications for Teaching

Students’ Understanding of Statistical Inference: Implications for Teaching

Improving database design teaching in secondary education: action research implementation for documentation of didactic requirements and strategies

Statistical reasoning of middle school children engaged in survey inquiry

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