Impact of Visual Simulations in Statistics: The Role of by Glena Iten

By Glena Iten

Glena Iten investigates the effect of interactive visible simulations on conceptual realizing of statistical ideas. total, all scholars have been capable of bring up their wisdom by means of operating with visible simulations, while scholars who may perhaps manage statistical graphs within the simulation on their lonesome have been considerably swifter. presently, interactive studying instruments explaining statistical suggestions are largely unfold, yet basically few are confirmed. Well-structured interactive studying courses with visible simulations have long ago been proven to be powerful. by way of using potent educational layout ideas, a web instructional the place scholars may both manage or purely discover adjustments within the visible simulations, was once built. functional implications and possibilities for extra investigations during this learn undertaking are discussed.

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2001). On the cognitive conflict as an instructional strategy for conceptual change: A critical appraisal. Learning and instruction, 11(4), 357-380. pdf Lipson, K. (2002). The role of computer based technology in developing understanding of the concept of sampling distribution. In Proceedings of the Sixth International Conference on Teaching of Statistics, Cape Town. Voorburg, The Netherlands: International Statistical Institute. -C. (2010). Developing Simulation-based Computer Assisted Learning to Correct Students' Statistical Misconceptions based on Cognitive Conflict Theory, using "Correlation" as an Example.

1990). Understanding the effects of sample size on the variability of the mean. Organizational Behavior and Human Decision Processes, 47(2), 289-312. , & MacKinnon, G. E. (1993). The effect of prior knowledge on an immediate and delayed associative learning task following elaborative interrogation. Contemporary Educational Psychology, 18(1), 36-46. 1005 Woloshyn, V. , & Pressley, M. (1994). Use of elaborative interrogation to help students acquire information consistent with prior knowledge and information inconsistent with prior knowledge.

Nine participants (static: n = 5, dynamic: n = 4) had higher test scores in the immediate post-test in these test tasks but forgot what they had learned by the time of the delayed post-test. 4 Evaluation of the online learning environment In the following analysis we looked at frequency and means of the difficulty and recommendation rating. Ratings concerning effort to learn were excluded because the word for effort in German is not exclusively related to cognitive processing in relation to its meaning.

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