Abstract

As the demand for skilled data scientists has grown, university level statistics and data science courses have become more rigorous in training students to understand and utilize the tools that their future careers will likely require. However, the mechanisms to assess students’ use of these tools while they are learning to use them are not well defined. As such, a framework to assess statistical computing actions was created. Using task-based interviews of students who completed a second course in statistics, the framework was used to determine the ways in which students utilize statistical computing tools, specifically R, while going through problem solving phases. Patterns that emerged are discussed. Supplementary materials for this article are available online.

摘要

随着对熟练数据科学家的需求的增长，大学水平的统计和数据科学课程在培训学生以理解和利用其未来职业可能需要的工具方面变得更加严格。但是，在学生学习使用这些工具时评估其使用情况的机制尚不明确。这样，创建了评估统计计算动作的框架。通过对完成第二门统计学课程的学生进行基于任务的访谈，该框架用于确定学生在解决问题的各个阶段中利用统计计算工具（特别是R）的方式。讨论了出现的模式。可在线获得本文的补充材料。