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On Becoming a Statistician—A Qualitative View

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  • Peter Petocz
  • Anna Reid

Abstract

In this paper, we highlight some qualitative facets of the discipline of statistics and argue that a qualitative approach, in particular a qualitative methodology known as phenomenography, allows us to research important aspects of statistics pedagogy. We summarize several components of our recent research into students' conceptions of statistics, their learning of statistics, our teaching of statistics, and their perceptions of their future professional work. We have obtained this information on the basis of analyses of several series of interviews with students studying statistics, both as statistics majors and as service students. In each of these cases, the broadest views relate in some way to personal connection, growth, and change. In other words, they contain a strong ontological component—focusing on being or becoming a statistician—above and beyond the standard epistemological component—focusing on the knowledge required to do statistics. We discuss the importance of personal change in becoming a statistician, or an informed professional user of statistics, and investigate the pedagogical conditions under which such change is likely to occur. Dans cet article, nous mettons en évidence certaines propriétés qualitatives de la discipline des statistiques et suggérons qu'une approche qualitative, en particulier une méthodologie qualitative connue sous le nom de phénomenographie, permet de rechercher des aspects importants de la pédagogie des statistiques. Nous présentons un résumé de notre recherche récente sur les conceptions des étudiants en statistiques, leurs études des statistiques, notre enseignement des statistiques, et leurs perceptions de leur travail professionnel dans le future. Nous avons obtenu cette information sur la base d'analyses de plusieurs séries d'entrevues avec des étudiants en statistiques. Dans chacun des cas étudiés, les sentiments exprimés se rapportent a l'expérience, la croissance et aux changements personels. En d'autres termes, ils contiennent une large composante ontologique – se concentrant sur être ou devenir un statisticien – au‐dessus et au delà du composant épistémologique – se concentrant sur la connaissance exigée pour faire des statistiques. Nous discutons l'importance du changement personnel pour devenir un statisticien, ou un utilisateur professionnel compétent, et étudions les conditions pédagogiques dans lesquelles un tel changement est susceptible de se produire.

Suggested Citation

  • Peter Petocz & Anna Reid, 2010. "On Becoming a Statistician—A Qualitative View," International Statistical Review, International Statistical Institute, vol. 78(2), pages 271-286, August.
  • Handle: RePEc:bla:istatr:v:78:y:2010:i:2:p:271-286
    DOI: 10.1111/j.1751-5823.2010.00101.x
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    References listed on IDEAS

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    1. Joan Garfield & Dani Ben‐Zvi, 2007. "How Students Learn Statistics Revisited: A Current Review of Research on Teaching and Learning Statistics," International Statistical Review, International Statistical Institute, vol. 75(3), pages 372-396, December.
    2. Chris Wild, 2007. "Virtual Environments and the Acceleration of Experiential Learning," International Statistical Review, International Statistical Institute, vol. 75(3), pages 322-335, December.
    3. Joan B. Garfield & Iddo Gal, 1999. "Assessment and Statistics Education: Current Challenges and Directions," International Statistical Review, International Statistical Institute, vol. 67(1), pages 1-12, April.
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    Cited by:

    1. Chris J. Wild, 2016. "Discussion: Locating Statistics in the World of Finding Out," International Statistical Review, International Statistical Institute, vol. 84(2), pages 194-202, August.
    2. Thomas King, 2013. "A framework for analysing social sequences," Quality & Quantity: International Journal of Methodology, Springer, vol. 47(1), pages 167-191, January.
    3. Iddo Gal & Irena Ograjenšek, 2010. "Qualitative Research in the Service of Understanding Learners and Users of Statistics," International Statistical Review, International Statistical Institute, vol. 78(2), pages 287-296, August.
    4. Irena Ograjenšek & Iddo Gal, 2016. "Enhancing Statistics Education by Including Qualitative Research," International Statistical Review, International Statistical Institute, vol. 84(2), pages 165-178, August.

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