Type:
Category:
Year:
1989
URL:
RISE
Abstract:
Research on misconceptions of probability indicates that students' conceptions are difficult to change. A recent review of concept learning in science points to the role of contradiction in achieving conceptual change. A software program and evaluation activity were developed to challenge students' misconceptions of probability. Support was found for the effectiveness of the intervention, but results also indicate that some misconceptions are highly resistant to change.
The CAUSE Research Group is supported in part by a member initiative grant from the American Statistical Association’s Section on Statistics and Data Science Education