ABSTRACT

Inferential reasoning is an integral part of science and civic society, but research shows that it is a problematic domain for many people. One possibility for a more accessible approach to inferential reasoning is to use randomization tests via computer simulations. A case study was conducted with primary preservice teachers after they had passed a course module that introduced inferential reasoning with randomization tests. The study examines how three pairs of primary preservice teachers construct models in a randomization test task with both hands-on and computer-supported components. Our findings suggest that there is a common sequence in the model building process: planning, modeling the random assignment, setting sample size and replacement, and running the simulation. Our findings show in depth how TinkerPlots can be a supportive and constraining medium in the modeling process, building on experiences with physical simulations of a randomization test. These insights can be used for redesigning technology-supported learning trajectories for randomization tests. Together with other case studies our findings provide a good sense of university students’ modeling processes.

摘要

推理推理是科学和公民社会不可分割的一部分，但研究表明，它对许多人来说是一个有问题的领域。一种更容易获得推理推理方法的可能性是通过计算机模拟使用随机化测试。在初级职前教师通过了通过随机测试引入推理推理的课程模块后，对他们进行了案例研究。该研究检查了三对初级职前教师如何在包含动手和计算机支持组件的随机测试任务中构建模型。我们的研究结果表明，在模型构建过程中有一个共同的顺序：规划、随机分配建模、设置样本大小和替换，以及运行模拟。我们的研究结果深入展示了 TinkerPlots 如何成为建模过程中的支持和约束媒介，建立在随机化测试的物理模拟经验的基础上。这些见解可用于重新设计技术支持的学习轨迹以进行随机化测试。连同其他案例研究，我们的研究结果很好地了解了大学生的建模过程。