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Statistical Literacy of Students of Teaching Biology in the Czech Republic
Hybšová, Aneta ; Teodoridis, Vasilis (advisor) ; Švecová, Milada (referee) ; Molnár, Josef (referee)
Especially in connection with the results of the PISA research, the literacy in the natural science field has been lately becoming the topic of scientific discussion. It had become apparent that Czech students attain lower levels of procedural knowledge and face difficulties in evaluation and planning of natural scientific research, when compared to student of other countries. In order to be able to make use of the synergy effect between the natural science literacy and statistical literacy, it is crucial for the students themselves to be literate in statistics. The presented doctoral dissertation focuses on the importance and the matter of statistical literacy among natural science and biology students of pedagogy. The goal of this dissertation is to describe the current state of statistical literacy among students of pedagogy in natural science field. In view of the complexity of the given task; sectional goals have been proposed and executed. Firstly, the expected attainment level among the first year students of universities and colleges is analyzed, with the use of contextual analysis of documents from the Framework educational programs for primary and secondary schools. This analysis shows, what statistical knowledge are pedagogy students of natural science and biology expected to have, based on the...
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Didactics of statistics
Kvaszová, Milena ; Zvára, Karel (advisor) ; Půlpán, Zdeněk (referee) ; Fabian, František (referee)
The thesis Didactics of statistics is devoted to the problem of understanding of the basic concepts of probability theory and statistics. I have conducted a research in which I studied the understanding of the basic statistical concepts such as average, randomness, chance, variability, and sample by college students. I also studied whether the students are able to work with statistical data, whether they can read values from a chart, identify, and interpret their arithmetic mean. I interpreted the data obtained from the research using the model of the French psychologist Jean Piaget, according to which it is possible to distinguish three stages in the development of a theory, which Piaget named INTRA, INTER and TRANS. My research indicates that students' ideas about the basic statistical concepts are often very different from the ideas of the teacher. There is also interference between the scientific concepts and the similarly sounding terms of the everyday language. It is important that the teacher is aware of these differences and explains them using appropriate examples.
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