Detalhes bibliográficos
| Ano de defesa: |
2024 |
| Autor(a) principal: |
Soida, Ivan Akio Itocazo |
| Orientador(a): |
Lima, Manolita Correia |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Escola Superior de Propaganda e Marketing
|
| Programa de Pós-Graduação: |
Programa de Doutorado em Administração com Concentração em Gestão Internacional
|
| Departamento: |
ESPM::Pós-Graduação Stricto Sensu
|
| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://tede2.espm.br/handle/tede/758
|
Resumo: |
Mathematics and Statistics contribute to understand the rapidly changing world, providing access to the language that enables measurement techniques and the ability to make inferences about reality. Quantitative curriculum disciplines, however, are recurrently associated with barriers to learning, and the obstacles related to these difficulties are not fully known, understood nor recognized by students and teachers. This research sought to understand the barriers to learning related to Hypothesis Testing, a prominent topic in Inferential Statistics, by adopting the Threshold Concepts perspective. This is a relatively recent approach, which conjectures that in any discipline there is a class of distinctive concepts, which have an integrative effect on all the other concepts in that knowledge area. Therefore, they may promote a deep transformation in the student's understanding of the subject and even transforming his worldview. Along a learning process, the acquisition of threshold concepts allows the transition from a lay practitioner to a professional, by enabling him to articulate theoretical knowledge with practical applications characteristic of that discipline and providing access to a community of practitioners. This research adopted a case study method, involving documentary analysis and semi structured interviews with five Statistics teachers, to search for threshold concepts in Inferential Statistics, based on the recognition and understanding of six barriers to learning concerning Hypotheses Testing: (1) understanding hypotheses as ‘provisional and falsifiable sentences’, (2) assigning null and alternative hypotheses, (3) understanding a sample as an ‘observation subject to variability’, (4) the reduction of the sampling distribution to a alculation protocol, (5) the reduction of the p-value to a decision rule and (6) the intrinsic limitation concerning probability-based conclusions. These aspects, usually neglected by students and teachers, were identified, described and their counterintuitive natures explored one by one, which allowed “Statistical Uncertainty” to be characterized as a possible threshold concept in Inferential Statistics. Furthermore, a set of three concepts (sampling distribution, p-value and null hypothesis) was recognized as a “threshold conception”, a group of concepts whose articulation is necessary for the operationalization of a threshold concept. In a following step, the set of obstacles to learning and the previously identified threshold concept were used as guides to design and build three learning artifacts (a digital text, a set of short videos and a conceptual map with built-in videos) addressing the “Hypothesis Testing” subject. The artifacts were tested by a group of 53 undergraduate students of Administration, Marketing and Social Sciences, during a study session under controlled conditions. Suitable quantitative and qualitative metrics were used to measure knowledge and detect evidence of threshold crossing. The three artifacts promoted statistically significant gains of learning, by comparing pre and post-test performances by students: digital text (p = 0.0004%), set of short videos (p = 0.0007%) and concept map combined with built-in videos (p = 0.23%). Furthermore, analysis of the texts produced by students suggested that acquisition of the “sampling distribution” concept is directly associated with the threshold crossing of the concept represented by “Statistical Uncertainty”. 11 The recognition and understanding of these aspects, in addition to the proposed threshold concept, may contribute to guiding student-centered practices and address solutions to the barriers students face when learning about Hypothesis Testing. |
