The effect of directive tutor guidance on students' conceptual understanding of statistics in problem-based learning

Background. Education is aimed at students reaching conceptual understanding of the subject matter, because this leads to better performance and application of knowledge. Conceptual understanding depends on coherent and error‐free knowledge structures. The construction of such knowledge structures c...

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Vydané v:British journal of educational psychology Ročník 81; číslo 2; s. 309 - 324
Hlavní autori: Budé, Luc, van de Wiel, Margaretha W. J., Imbos, Tjaart, Berger, Martijn P. F.
Médium: Journal Article
Jazyk:English
Vydavateľské údaje: Oxford, UK Blackwell Publishing Ltd 01.06.2011
Wiley-Blackwell
British Psychological Society
Predmet:
Achievement
Active Learning
Cohort Studies
College students
Comprehension
Concept Formation
Conceptual knowledge
Curriculum
Discussion (Teaching Technique)
Educational psychology
Female
Guidance
Humans
Intervention
Knowledge
Learning
Learning environment
Learning outcomes
Male
Measurement
Misconceptions
Netherlands
Prior knowledge
Prior Learning
Problem Based Learning
Problem-Based Learning - methods
Quantitative analysis
Questioning Techniques
Retention (Psychology)
Statistics
Statistics as Topic - education
Teaching
Teaching Methods
Tutoring
Tutors
Undergraduate education
Undergraduate Students
Understanding
Netherlands
ISSN:0007-0998, 2044-8279
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Shrnutí:Background. Education is aimed at students reaching conceptual understanding of the subject matter, because this leads to better performance and application of knowledge. Conceptual understanding depends on coherent and error‐free knowledge structures. The construction of such knowledge structures can only be accomplished through active learning and when new knowledge can be integrated into prior knowledge. Aims. The intervention in this study was directed at both the activation of students as well as the integration of knowledge. Sample. Undergraduate university students from an introductory statistics course, in an authentic problem‐based learning (PBL) environment, were randomly assigned to conditions and measurement time points. Method. In the PBL tutorial meetings, half of the tutors guided the discussions of the students in a traditional way. The other half guided the discussions more actively by asking directive and activating questions. To gauge conceptual understanding, the students answered open‐ended questions asking them to explain and relate important statistical concepts. Results and conclusions. Results of the quantitative analysis show that providing directive tutor guidance improved understanding. Qualitative data of students' misconceptions seem to support this finding. Long‐term retention of the subject matter seemed to be inadequate.
Bibliografia:istex:D4148503ABD91ED8B85C93D54B780B3CE8D4567D
ArticleID:BJEP710
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ISSN:0007-0998
2044-8279
DOI:10.1348/000709910X513933