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Perceptual and Contextual Grounding in Statistics Instruction
Perceptual and Contextual Grounding in Statistics Instruction
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211152136
- ISBN
- 9798383626788
- DDC
- 371
- 저자명
- Gok, Sebahat.
- 서명/저자
- Perceptual and Contextual Grounding in Statistics Instruction
- 발행사항
- [Sl] : Indiana University, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 238 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 86-02, Section: B.
- 주기사항
- Advisor: Danish, Joshua A.;Goldstone, Robert L.
- 학위논문주기
- Thesis (Ph.D.)--Indiana University, 2024.
- 초록/해제
- 요약Many education researchers have advocated grounding abstract mathematical and scientific concepts in students' lived experiences, environmental interactions, and perceptions. This dissertation explores the causal effects of various grounding strategies in instructional settings, specifically on the topic of statistical sampling. The first chapter is an integrative review that synthesizes literature from cognitive theory, laboratory-based psychological research, and design-based classroom studies to examine students' reasoning about statistical sampling with computer simulations. It organizes emerging themes within a grounded cognition framework to formulate hypotheses for empirical testing. The second and third chapters provide empirical testing of these hypotheses, developing experiments in which students engage in learning activities with interactive simulations. Through several iterations, both the research questions and the design of the simulations and activities were refined to investigate the strengths and limitations of perceptual grounding for learning sampling concepts. The fourth chapter investigates the personalization of context in students' interpretations of data visualizations. An online intervention with undergraduate students taking an introductory statistics course tested whether participating in a psychological experiment as subjects and then analyzing their own data influenced how students interpret data visualizations and engaged with the task. Overall, the results highlight the cognitive influences of perceptual grounding on concept learning and the motivational influences of contextual grounding on learning activities.
- 일반주제명
- Educational technology
- 일반주제명
- Cognitive psychology
- 일반주제명
- Mathematics education
- 일반주제명
- Experimental psychology
- 일반주제명
- Educational psychology
- 기타저자
- Indiana University Cognitive Science
- 기본자료저록
- Dissertations Abstracts International. 86-02B.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■020 ▼a9798383626788
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■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a371
■1001 ▼aGok, Sebahat.▼0(orcid)0000-0001-5057-4668
■24510▼aPerceptual and Contextual Grounding in Statistics Instruction
■260 ▼a[Sl]▼bIndiana University▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a238 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 86-02, Section: B.
■500 ▼aAdvisor: Danish, Joshua A.;Goldstone, Robert L.
■5021 ▼aThesis (Ph.D.)--Indiana University, 2024.
■520 ▼aMany education researchers have advocated grounding abstract mathematical and scientific concepts in students' lived experiences, environmental interactions, and perceptions. This dissertation explores the causal effects of various grounding strategies in instructional settings, specifically on the topic of statistical sampling. The first chapter is an integrative review that synthesizes literature from cognitive theory, laboratory-based psychological research, and design-based classroom studies to examine students' reasoning about statistical sampling with computer simulations. It organizes emerging themes within a grounded cognition framework to formulate hypotheses for empirical testing. The second and third chapters provide empirical testing of these hypotheses, developing experiments in which students engage in learning activities with interactive simulations. Through several iterations, both the research questions and the design of the simulations and activities were refined to investigate the strengths and limitations of perceptual grounding for learning sampling concepts. The fourth chapter investigates the personalization of context in students' interpretations of data visualizations. An online intervention with undergraduate students taking an introductory statistics course tested whether participating in a psychological experiment as subjects and then analyzing their own data influenced how students interpret data visualizations and engaged with the task. Overall, the results highlight the cognitive influences of perceptual grounding on concept learning and the motivational influences of contextual grounding on learning activities.
■590 ▼aSchool code: 0093.
■650 4▼aEducational technology
■650 4▼aCognitive psychology
■650 4▼aMathematics education
■650 4▼aExperimental psychology
■650 4▼aEducational psychology
■653 ▼aGrounded cognition
■653 ▼aPerceptual learning
■653 ▼aStatistics instruction
■653 ▼aStatistics simulations
■653 ▼aContextual grounding
■690 ▼a0710
■690 ▼a0633
■690 ▼a0525
■690 ▼a0623
■690 ▼a0280
■71020▼aIndiana University▼bCognitive Science.
■7730 ▼tDissertations Abstracts International▼g86-02B.
■790 ▼a0093
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17163108▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
