Core ideas for teaching hypothesis testing – Structure, concepts and validation
DOI:
https://doi.org/10.52041/iase25.122Abstract
Hypothesis testing is often perceived as an inaccessible and difficult to teach topic in school education, partly due to weak curricular connections across lower and upper secondary levels. The complexity of key statistical concepts further contributes to this challenge. Additionally, instruction often emphasizes computational procedures over conceptual understanding and reasoning. To address these issues, we propose a spiral curriculum that utilizes core ideas as conceptual anchors to support early informal understanding and facilitate the transition to more formal understanding of hypothesis testing. Four preliminary core ideas were theoretically derived and validated through an expert survey. Initial findings confirm the relevance of the core ideas while highlighting the need to modify the core ideas' content and to adjust the relationships among them. This underscores the importance of further refinement of the theoretical framework prior to classroom implementation and lays the foundation for developing learning environments within a design-based research.References
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