This is a session of Topic 8: Research in statistics education
(Tuesday 13th, 11:00-12:30)
Research methodologies in statistics education
- Tjaart Imbos (Netherlands)
AbstractThis session will address methodological problems and their solutions. The papers in this session are related to one of the topics below:
- Paradigms and research programs in Statistics Education Research The main question here is whether general guiding principals or models can be discerned in statistics education research between the first and eighth ICOTS. A goal of this topic might be to describe diverse communities that comprise the activities and universe of research in statistics education.
- Philosophy of Statistics Education Research What is the meaning of the basic concepts in the field of statistics education? The main focus is: analysis of the meaning of key concepts such as teaching, learning, knowledge and knowledge construction and understanding.
- Measurement of teaching and learning in Statistics Education Research Authors are stimulated to analyze current measurement practice and to propose more sensitive and sensible measurement models. What are the recent psychometric advances and which lessons can be learned from it? Contributions to the measurement, the reliability and interpretation of verbal processing data are most welcome.
- Quantitative methods in Statistics Education Research The basic assumption of innovative teaching and learning in the domain of statistics education is the comparison of at least two treatments: the old method with some innovative new one. Papers considering the design, interpretation and analysis of teaching and learning treatments are most welcome.
- Qualitative methods in Statistics Education Research Contributions which can be characterized as ethnographic, qualitative, participant observational, case study, symbolic interactionist, phenomenological, constructivist or interpretive are welcome. Although relatively new in the field, they nevertheless need attention as attempts to enhance measurement methods for concepts that are difficult to measure.
|Paper||Title||Presenter(s) / Author(s)|
|8F1||Multilevel modeling of educational interventions: educational theory and statistical consequences||Finbarr Sloane (United States)|
|8F2||Randomized controlled trials and PhD level training in educational research||Robert Boruch (United States)|
Erling Boe (United States)
|8F3||Qualitative methods in statistics education research: methodological problems and possible solutions||Sashi Sharma (New Zealand)|