Developing Simulation-based Computer Assisted Learning to Correct Students' Statistical Misconceptions based on Cognitive Conflict Theory, using &quot;Correlation&quot; as an Example

NCUIR > College of Liberal Arts at National Central University > Graduate Institute of Learning and Instruction > journal & Dissertation > Item 987654321/50289

Please use this identifier to cite or link to this item: http://ir.lib.ncu.edu.tw/handle/987654321/50289

Title:	Developing Simulation-based Computer Assisted Learning to Correct Students' Statistical Misconceptions based on Cognitive Conflict Theory, using ";Correlation";as an Example
Authors:	Liu,TC
Contributors:	學習與教學研究所
Date:	2010
Issue Date:	2012-03-27 17:16:40 (UTC+8)
Publisher:	國立中央大學
Abstract:	Understanding and applying statistical concepts is essential in modern life. However, common statistical misconceptions limit the ability of students to understand statistical concepts. Although simulation-based computer assisted learning (CAL) is promising for use in students learning statistics, substantial improvement is still needed. For example, few simulation-based CALs have been developed to address statistical misconceptions, most of the studies about simulation-based CAL for statistics learning lacked theoretical backgrounds, and design principles for enhancing the effectiveness of dynamically linked multiple representations (DLMRs), which is the main mechanism of simulation-based CAL, are needed. Therefore, this work develops a simulation-based CAL prototype, Simulation Assisted Learning Statistics (SALS), to correct misconceptions about the statistical concept of correlation. The proposed SALS has two novel elements. One is the use of the design principles based on cognitive load and the other is application of the learning model based on cognitive conflict theory. Further, a formative evaluation is conducted by using a case study to explore the effects and limitations of SALS. Evaluation results indicate that despite the need for further improvement, SALS is effective for correcting statistical misconceptions. Finally, recommendations for future research are proposed.
Relation:	EDUCATIONAL TECHNOLOGY & SOCIETY
Appears in Collections:	[Graduate Institute of Learning and Instruction] journal & Dissertation

Files in This Item:

File	Description	Size	Format
index.html		0Kb	HTML	591	View/Open

社群 sharing

Loading...