Students’ misconceptions of statistical inference: A review of the empirical evidence from research on statistics education     

Ana Elisa Castro Sotos  Stijn Vanhoof  Wim Van den Noortgate  Patrick Onghena 《Educational Research Review》2007,2(2):98-113

A solid understanding of inferential statistics is of major importance for designing and interpreting empirical results in any scientific discipline. However, students are prone to many misconceptions regarding this topic. This article structurally summarizes and describes these misconceptions by presenting a systematic review of publications that provide empirical evidence of them. This group of publications was found to be dispersed over a wide range of specialized journals and proceedings, and the methodology used in the empirical studies was very diverse. Three research needs rise from this review: (1) further empirical studies that identify the sources and possible solutions for misconceptions in order to complement the abundant theoretical and statistical discussion about them; (2) new insights into effective research designs and methodologies to perform this type of research; and (3) structured and systematic summaries of findings like the one presented here, concerning misconceptions in other areas of statistics, that might be of interest both for educational researchers and teachers of statistics.  相似文献   

Role of the Undergraduate Student Research Assistant in the New Millennium   总被引：1，自引：0，他引：1  

Thais Dutra Nascimento Silva  Lúcia Cristina da Cunha Aguiar  Jaqueline Leta  Dilvani Oliveira Santos  Fernanda Serpa Cardoso  Lúcio Mendes Cabral  Carlos Rangel Rodrigues    Helena Carla Castro 《CBE life sciences education》2004,3(4):235-240

In this study, we analyze the contribution of the undergraduate student who participates in the process of generating scientific data and developing a research project using Brazilian research as an example. Historically, undergraduate students have performed the critical role of research assistants in developing countries. This aspect has been underappreciated as a means of generating scientific data in Brazilian research facilities. Brazilian educational institutions are facing major age-related generational changes among the science faculty within the next 5–10 yr. A lack of adequate support for graduate students leads to a concern that undergraduates will not be interested in choosing research assistant programs and, subsequently, academic research careers. To remedy this situation it is important to focus on ways to encourage new research careers and enhance university–industry collaborations.  相似文献   

Decreasing inappropriate vocalizations using classwide group contingencies and color wheel procedures: A component analysis     

Emily R. Kirk  Jennifer A. Becker  Christopher H. Skinner  Jamie Yarbrough Fearrington  Sara J. McCane‐Bowling  Christie Amburn  Elisa Luna  Corinne Greear 《Psychology in the schools》2010,47(9):931-943

Teacher referrals for consultation resulted in two independent teams collecting evidence that allowed for a treatment component evaluation of color wheel (CW) procedures and/or interdependent group‐oriented reward (IGOR) procedures on inappropriate vocalizations in one third‐ and one first‐grade classroom. Both studies involved the application of B‐C‐D‐C designs, with the initial B phase involving the application of independent group‐oriented punishment (IGOP) procedures that were applied in all classrooms at the respective schools and maintained across all phases of the studies. In Study I, the C phase involved that application of IGOP, IGOR, and CW; CW was withdrawn in the D phase and reinstated in the subsequent C phase. In Study II, IGOP procedures were supplemented with CW procedures (first C phase), then IGOR procedures were added (D phase) and withdrawn (second C phase). Results from the two studies converge and provide evidence that CW procedures are effective when applied with IGOP procedures and that supplementing them with IGOR procedures may have little classwide impact on inappropriate vocalizations. © 2010 Wiley Periodicals, Inc.  相似文献   

Guiding Students to Develop an Understanding of Scientific Inquiry: A Science Skills Approach to Instruction and Assessment     

Elisa M. Stone 《CBE life sciences education》2014,13(1):90-101

New approaches for teaching and assessing scientific inquiry and practices are essential for guiding students to make the informed decisions required of an increasingly complex and global society. The Science Skills approach described here guides students to develop an understanding of the experimental skills required to perform a scientific investigation. An individual teacher''s investigation of the strategies and tools she designed to promote scientific inquiry in her classroom is outlined. This teacher-driven action research in the high school biology classroom presents a simple study design that allowed for reciprocal testing of two simultaneous treatments, one that aimed to guide students to use vocabulary to identify and describe different scientific practices they were using in their investigations—for example, hypothesizing, data analysis, or use of controls—and another that focused on scientific collaboration. A knowledge integration (KI) rubric was designed to measure how students integrated their ideas about the skills and practices necessary for scientific inquiry. KI scores revealed that student understanding of scientific inquiry increased significantly after receiving instruction and using assessment tools aimed at promoting development of specific inquiry skills. General strategies for doing classroom-based action research in a straightforward and practical way are discussed, as are implications for teaching and evaluating introductory life sciences courses at the undergraduate level.  相似文献   

Could light meal jeopardize laboratory coagulation tests?     

Gabriel Lima-Oliveira  Gian Luca Salvagno  Giuseppe Lippi  Elisa Danese  Matteo Gelati  Martina Montagnana  Geraldo Picheth  Gian Cesare Guidi 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2014,24(3):343-349

Background:

Presently the necessity of fasting time for coagulation tests is not standardized. Our hypothesis is that this can harm patient safety. This study is aimed at evaluating whether a light meal (i.e. breakfast) can jeopardize laboratory coagulation tests.

Materials and methods:

A blood sample was firstly collected from 17 fasting volunteers (12 h). Immediately after blood collection, the volunteers consumed a light meal. Then samples were collected at 1, 2 and 4 h after the meal. Coagulation tests included: activated partial thromboplastin time (APTT), prothrombin time (PT), fibrinogen (Fbg), antithrombin III (AT), protein C (PC) and protein S (PS). Differences between samples were assessed by Wilcoxon ranked-pairs test. The level of statistical significance was set at P < 0.05. Mean % differences were determined and differences between and baseline and 1, 2 and 4h samples were compared with reference change value (RCV).

Results:

A significantly higher % activity of AT was observed at 1 h and 4 h after meal vs. baseline specimen [113 (104–117) and 111 (107–120) vs. 109 (102–118), respectively; P = 0.029 and P = 0.016]. APTT at 2 h was found significantly lower than baseline samples [32.0 (29.9–34.8) vs. 34.1 (32.2–35.2), respectively; P = 0.041]. The results of both Fbg and PS tests were not influenced by a light meal. Furthermore, no coagulation tests had significant variation after comparison with RCV.

Conclusion:

A light meal does not influence the laboratory coagulation tests we assessed, but we suggest that the laboratory quality managers standardize the fasting time for all blood tests at 12 hours, to completely metabolize the lipids intake.  相似文献   

“If There is No Struggle, There is No Progress”: Transformative Youth Activism and the School of Ethnic Studies     

Nolan L. Cabrera  Elisa L. Meza  Andrea J. Romero  Roberto Cintli Rodríguez 《The Urban Review》2013,45(1):7-22

In the wake of the Tucson Unified School District dismantling its highly successful Mexican American Studies (MAS) program, students staged walkouts across the district to demonstrate their opposition. Student-led walkouts were portrayed as merely “ditching,” and students were described as not really understanding why they were protesting. After these events, a group of student activists called UNIDOS organized and led the School of Ethnic Studies. This was a community school dedicated to teaching the forbidden MAS curriculum. In this article we present counternarratives from organizers, presenters, and participants in the School of Ethnic Studies. These narratives demonstrate the transformative resistance of students who created their own form of liberatory education. Our analysis highlights how student organizers led the creation of an autonomous, community-based educational space to allowed young people to engage in political analysis, self-reflection, and strategic organizing. We conclude with the implications for Ethnic Studies, urban education, and counternarrative.  相似文献   

Word Reading Skills and Externalizing and Internalizing Problems from Grade 1 to Grade 2—Developmental Trajectories and Bullying Involvement in Grade 3     

Tiina Turunen  Noona Kiuru  Elisa Poskiparta  Pekka Niemi  Jari-Erik Nurmi 《Scientific Studies of Reading》2013,17(2):161-177

ABSTRACT

School bullying is associated with externalizing and internalizing problems, but little is known about whether reading difficulties also play a part. We asked how, in Grades 1 and 2, word reading skills and externalizing/internalizing problems predict the degree to which students are involved in bullying in Grade 3. Using a sample of 480 Finnish children (M age = 7 years 2 months at the beginning of the study), developmental profiles were identified using mixture modeling based on reading skills, as well as externalizing and internalizing problems. In Grade 3, one fifth of the students were involved in bullying as victims, bullies, or bully/victims. Poor readers with externalizing/internalizing problems were most involved as bullies and bully/victims but not as victims. Average readers with externalizing/internalizing problems were also involved in bullying, whereas students with only reading difficulties were not. Skilled readers displayed little externalizing/internalizing problems and were not involved in bullying.  相似文献   

Effects of exercise intensity on salivary antimicrobial proteins and markers of stress in active men     

Judith E. Allgrove  Elisa Gomes  John Hough  Michael Gleeson 《Journal of sports sciences》2013,31(6):653-661

Abstract

In the present study, we assessed the effects of exercise intensity on salivary immunoglobulin A (s-IgA) and salivary lysozyme (s-Lys) and examined how these responses were associated with salivary markers of adrenal activation. Using a randomized design, 10 healthy active men participated in three experimental cycling trials: 50% maximal oxygen uptake ([Vdot]O_2max), 75%[Vdot]O_2max, and an incremental test to exhaustion. The durations of the trials were the same as for a preliminary incremental test to exhaustion (22.3 min, s _x  = 0.8). Timed, unstimulated saliva samples were collected before exercise, immediately after exercise, and 1 h after exercise. In the incremental exhaustion trial, the secretion rates of both s-IgA and s-Lys were increased. An increase in s-Lys secretion rate was also observed at 75%[Vdot]O_2max. No significant changes in saliva flow rate were observed in any trial. Cycling at 75%[Vdot]O_2max and to exhaustion increased the secretion of α-amylase and chromogranin A immediately after exercise; higher cortisol values at 75%[Vdot]O_2max and in the incremental exhaustion trial compared with 50%[Vdot]O_2max were observed 1 h immediately after exercise only. These findings suggest that short-duration, high-intensity exercise increases the secretion rate of s-IgA and s-Lys despite no change in the saliva flow rate. These effects appear to be associated with changes in sympathetic activity and not the hypothalamic – pituitary – adrenal axis.  相似文献   

Learning ecologies through a lens: Ontological,methodological and applicative issues. A systematic review of the literature     

Albert Sangrá  Juliana Elisa Raffaghelli  Montse Guitert-Catasús 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(4):1619-1638

The concept of learning ecologies emerged in a context of educational change. While the “learning ecologies” construct has offered a broad semantic space for characterizing innovative ways of learning, it is also true that its potential to promote innovative educational interventions may have been hindered by this same broadness. Based on this assumption, in this paper the authors carried out a systematic review of the literature on learning ecologies with the aim of analysing: (1) the varying definitions given to the concept, including the ontological perspective underlying the phenomena studied; (2) the methodological approaches adopted in studying the phenomenon; and (3) the applications of the research on this topic. Throughout this analysis, the authors attempt to describe the criticalities of the existing research, as well as the potential areas of development that align well with the theoretical/ontological issues, methodological approaches and educational applications. The authors selected and analysed 85 articles, which they then classified in a set of 20 categories defined by them on a theoretical basis. Moreover, in order to triangulate the manual coding, a bibliometric map was created showing the co-citation activity of the 85 papers. The emerging picture showed significant variability in the ontological definitions and methodological approaches. In spite of this richness, few educational applications currently exist, particularly with regard to technology-enhanced learning developments. Most research is observational, devoted to describing hybrid (digital and on-site) learning activities that bridge the gap between the school and social spaces. Furthermore, many of the studies relate to the field of secondary education, with fewer studies exploring adult learning and higher education. The studies dealing with professional development relate mostly to teachers’ continuing education. The authors conclude that the concept of learning ecologies could be used to address further experimental and design-based research leading to research applications if there is proper alignment between the ontological, methodological and applicative dimensions. The main potential of this strategy lies in the possibility of supporting learners by raising their awareness of their own learning ecologies, thereby empowering them and encouraging them to engage in agentic practices. This empowerment could help maintain and build new and better learning opportunities, which every learning ecology can incorporate, amidst the chaotic abundance that characterizes the digital society.  相似文献   

Effect of resistance training with different frequencies and subsequent detraining on muscle mass and appendicular lean soft tissue,IGF-1, and testosterone in older women     

Matheus Amarante Do Nascimento  Aline Mendes Gerage  Danilo Rodrigues Pereira Da Silva  Alex Silva Ribeiro  Daniel Gomes Da Silva Machado  Fábio Luiz Cheche Pina 《European Journal of Sport Science》2019,19(2):199-207

Objective: To analyse the effect of resistance training (RT) frequency on muscle mass, appendicular lean soft tissue, insulin-like growth factor 1 (IGF-1), testosterone, and their changes with detraining in older women. Methods: Forty-five physically independent older women (≥ 60?years) were randomly assigned to perform RT either two (G2X, n = 21) or three times/week (G3X, n = 24), during 12?weeks (8 exercises, 1 set of 10–15 repetition maximum). Muscle mass and appendicular lean soft tissue, IGF-1, testosterone, and dietary intake were measured at pre-training, post-training, and after detraining (12?weeks). Results: Muscle mass and appendicular lean soft tissue significantly increased post-training (G2X?=?+5.5% and G3X?=?+5.8%, P?P?P?Conclusion: We conclude that lower RT frequency is as effective as higher frequency to improve muscle mass and appendicular lean soft tissue, and to maintain testosterone and IGF-1. Additionally, detraining may reduce testosterone regardless of RT frequency. These results are specifically for community-dwelling older women and may not be generalized to other populations.  相似文献