The Effect of Simulation-Based Learning on Prospective Teachers' Inference Skills in Teaching Probability

Autor/inn/en	Koparan, Timur; Yilmaz, Gül Kaleli
Titel	The Effect of Simulation-Based Learning on Prospective Teachers' Inference Skills in Teaching Probability
Quelle	In: Universal Journal of Educational Research, 3 (2015) 11, S.775-786 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-3205
Schlagwörter	Foreign Countries; Simulation; Preservice Teachers; Inferences; Thinking Skills; Mathematics Instruction; Mathematical Concepts; Probability; Mathematical Models; Quasiexperimental Design; Statistics; Efficiency; Pretests Posttests; Semi Structured Interviews; Observation; Test Format; Teaching Methods; Control Groups; Experimental Groups; Statistical Analysis; Turkey + Suchen Sie Ihr Suchwort? Ausland; Simulation program; Simulationsprogramm; Inference; Inferenz; Denkfähigkeit; Mathematics lessons; Mathematikunterricht; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Mathematical model; Mathematisches Modell; Statistik; Effectiveness; Effektivität; Wirkungsgrad; Beobachtung; Testentwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Statistische Analyse; Türkei
Abstract	The effect of simulation-based probability teaching on the prospective teachers' inference skills has been examined with this research. In line with this purpose, it has been aimed to examine the design, implementation and efficiency of a learning environment for experimental probability. Activities were built on modeling, simulation and the expansion of the basic inference logic suggested by Cobb [4]. The quasi-experimental research method was used in the study. The study was conducted with 55 prospective teachers who attended the statistics classes in Bülent Ecevit University, Faculty of Education. A test with 5 open-end questions was developed with regard to the experimental probability in order to assess the efficiency of the designed learning environment in the study, and it was applied as pre- and posttests. The obtained data were supported by semi-structured interviews and observations. The efficiency of the simulation-based learning was determined through the comparison of the answers given by prospective teachers using papers and pencils and the answers given by means of simulations. The findings showed that simulation-based probability teaching increased the prediction and related inference skills of the prospective teachers and generally influenced the success of the students in a positive way. (As Provided).
Anmerkungen	Horizon Research Publishing. 506 North Garfield Avenue #210, Alhambra, CA 91801. e-mail: editor@hrpub.org; Web site: http://www.hrpub.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01