Characterizing Student Understanding of Variation within a STEM Context: Improving Catapults

Autor/inn/en	Watson, Jane; Fitzallen, Noleine; Wright, Suzie; Kelly, Ben
Titel	Characterizing Student Understanding of Variation within a STEM Context: Improving Catapults
Quelle	In: Statistics Education Research Journal, 21 (2022) 1, Artikel 9 (25 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fitzallen, Noleine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-1824
Schlagwörter	STEM Education; Grade 4; Elementary School Students; Outcomes of Education; Learning Experience; Physics; Workbooks; Learner Engagement; Statistics Education; Concept Formation; Learning Activities + Suchen Sie Ihr Suchwort? STEM; School year 04; 4. Schuljahr; Schuljahr 04; Lernleistung; Schulerfolg; Lernerfahrung; Physik; Arbeitsbuch; Concept learning; Begriffsbildung; Lernaktivität
Abstract	STEM learning experiences at the school level provide both opportunities and challenges for exploring students' understanding of statistical concepts. This report focuses on data handling and informal inference embedded in a STEM context, that is, of testing, adjusting, and retesting catapults. In particular, the learning goal was for Grade 4 (aged 9-10 years) students to build on their developing understanding of variation while learning about the science topic of force as demonstrated by two configurations of catapults causing ping pong balls to be launched different distances. This report focuses on the students' experiences of variation that were associated with the activity from a structural perspective during implementation. The analysis, employing various aspects of the Structure of Observed Learning Outcomes, points to the potential contribution of multimodal functioning in identifying and characterizing understanding of variation in a new context. The activity took place with 50 students in two classes with data collected from student workbooks. Results suggest that meaningful engagement with context can provide support for developing understanding of the concept of variation. (As Provided).
Anmerkungen	International Association for Statistical Education and the International Statistical Institute. PO Box 24070, 2490 AB The Hague, The Netherlands. Tel: +31-70-3375737; Fax: +31-70-3860025; e-mail: isi@cbs.nl; Web site: https://iase-web.org/ojs/SERJ
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01