维度的学生活动,他们的发展观亚博英雄联盟念,相互作用,及其采用的观点。分析的理论框架通知学生学习假设能力在一个新的和复杂的领域,如统计数据,包括超过特定的技能、策略,或知识。亚博英雄联盟Resnick后(1988),该框架包括观察能力的领域采用的习惯,语言和性格的解释和意义(文化)。首先,我分析的详细程度很好一对学生的方式开始有意义的数据和数据表示形式,以及采用的过程和锻炼的习惯和观点普遍EDA专家。亚博英雄联盟重点是他们开始发展全球的数据视图的方法及其表征的基础上,以前的知识和不同的地方观察。我检查知识是如何通过复杂的认知和sociocognitive过程逐步构建,其中包括彼此互动,老师,材料和计算机工具。我分析的方式相同的“碎片”学生的先验知识,似乎阻碍进步,最终成为了支持建设的新含义。亚博英雄联盟特别感兴趣的是老师的干预措施,虽然短,不一定指令有催化作用,可以作为有趣的特征一般拨款的实例。其次,通过分析学生的“研究项目”,我建议学生的初始框架推理EDA领域亚博英雄联盟的重点是处理数据表示。然后我使用书面评估描述统计意义上使学生与课程结束后他们的经验。 Finally, I analyze the interrelationships between curriculum design and research in order to characterize the nature of the instructional activities, including the role and impact of computerized tools, which have the potential to promote meaningful learning of EDA. The research methodology is mainly qualitative in nature with some quantitative aspects. The subjects for this study were seventh grade students (13-year-old) of mixed ability from the experimental classrooms that used the curriculum. The analysis is based on: 1) focused and detailed data on one pair of students, which were videotaped at almost all stages of their learning statistics; 2) classroom data that was gathered in three experimental classes; and 3) summative assessment data that consist of students’ ‘research projects’, written assessments, students’ evaluations, and teacher's comments. These data were used to characterize important phenomena related to the following questions: 1) how students choose, interpret, design, transform and use data representations?; 2) what are the contributions of student interactions with their peers and their teacher to their understanding of data representations?; and 3) how students adopt the habits and points of view that are common among EDA experts, in particular the experts’ point of view on localglobal approaches to data interpretation and their representations? The dissertation shows how meaningful learning of EDA took place through complex socio-cognitive processes of enculturation, the processes of teacherstudent (and, possibly, student-student) appropriation, the students’ exposure to carefully designed learning arenas and relevant computerized tools, and the students’ long-term involvement in constructing a ‘research project.’
