After simulation-based instruction, prospective teachers gave more flexible answers accounting for variability and revised incorrect probability ideas¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Simulations helped prospective teachers become aware of wrong ideas such as probabilities of all events being equal or probability sums not equal to 1, and change their ideas. → Timur Koparan 2015

Evidence¶

Timur Koparan 2015¶

Timur Koparan, Gül Kaleli Yılmaz. (2015). The Effect of Simulation-based Learning on Prospective Teachers’ Inference Skills in Teaching Probability. Universal Journal of Educational Research 3(11). https://doi.org/10.13189/ujer.2015.031101

q2 · i? · causal · r2

Authors' qualitative finding on the fourth and fifth questions, where pre-test answers included probabilities not summing to 1 or 100 percent and beliefs that all event probabilities were equal. Simulation trials with TinkerPlots models let teachers compare results with their predictions.

"It was observed that simulations helped the prospective teachers to become aware of the wrong ideas and change their ideas."

Discussion¶

Related Claims¶

• Simulation-based probability teaching significantly improved experimental-group prospective teachers' test scores from pre-test to final test — related
• Pre-test scores showed no significant difference between the simulation-based experimental group and the paper-and-pencil control group — related
• Before instruction, most prospective teachers believed long consecutive runs of heads or tails were impossible and failed to distinguish real from fake coin-flip data — related