Implementing digital storytelling in statistics classrooms: Influences on aggregate reasoning

被引：8

作者：

Batur, Aslihan ^{[1
,3
]}

Cakiroglu, Unal ^{[2
]}

机构：

[1] Artvin Coruh Univ, Fac Educ, Artvin, Turkiye

[2] Trabzon Univ, Fatih Fac Educ, Trabzon, Turkiye

[3] Artvin Coruh Univ, Fac Educ, Dept Math Educ, TR-08000 Artvin, Turkiye

来源：

COMPUTERS & EDUCATION | 2023年 / 200卷

关键词：

Applications in subject areas; Improving classroom teaching; Secondary education; 21st Century abilities; LEARNING-MOTIVATION; THINKING; MATHEMATICS; COMPETENCE;

D O I：

10.1016/j.compedu.2023.104810

中图分类号：

TP39 [计算机的应用];

学科分类号：

081203 ; 0835 ;

摘要：

This paper reports on a study aiming at examining the effect of the digital storytelling approach on the aggregate reasoning of high school students. A pretest-posttest quasi-experimental design was implemented on 50 10th-grade students for five weeks to reveal the effectiveness of digital storytelling in mathematics courses regarding aggregate reasoning. Results of statistical analysis showed a significant improvement in aggregate reasoning in favor of the students in the digital storytelling group. It was also noted that aggregate reasoning was specifically enhanced to analyze data and interpret results rather than the other two components (formulate question and collect data) in the experimental group. The results support the idea that the use of digital sto-rytelling can be an effective instructional tool for statistics education and provide implications for course designers to provide better teaching of aggregate reasoning.

引用

页数：14

共 69 条

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