Publikation: When perceived informativity is not enough : How teachers perceive and interpret statistical results of educational research
Lade...
Dateien
Datum
2023
Autor:innen
Herausgeber:innen
ISSN der Zeitschrift
Electronic ISSN
ISBN
Bibliografische Daten
Verlag
Schriftenreihe
Auflagebezeichnung
URI (zitierfähiger Link)
DOI (zitierfähiger Link)
Internationale Patentnummer
Link zur Lizenz
oops
Angaben zur Forschungsförderung
Institutionen der Bundesrepublik Deutschland: 01JA1611
Projekt
Open Access-Veröffentlichung
Open Access Hybrid
Core Facility der Universität Konstanz
Titel in einer weiteren Sprache
Publikationstyp
Zeitschriftenartikel
Publikationsstatus
Published
Erschienen in
Teaching and Teacher Education. Elsevier. 2023, 130, 104134. ISSN 0742-051X. eISSN 1879-2480. Verfügbar unter: doi: 10.1016/j.tate.2023.104134
Zusammenfassung
Teachers are encouraged to inform their professional actions by evidence. Consequently, it is important to know how they perceive and understand statistical results. In a representative sample of 414 teachers, we presented typical descriptions of inferential statistics and effect sizes. Results suggest that teachers perceive the standard significance statement, Cohen's U3, and a combined description of inferential statistic and effect size as most informative. Overall, however, they do not disentangle inferential statistics and effect sizes correctly. Designing informative and easy-to-understand science communication appears to be challenging. Hence, we suggest to also foster teachers' research literacy to improve their evidence-informed actions.
Zusammenfassung in einer weiteren Sprache
Fachgebiet (DDC)
370 Erziehung, Schul- und Bildungswesen
Schlagwörter
Teacher research, Teacher knowledge, Teacher education research methodology, Science communication, Evidence-informed practice
Konferenz
Rezension
undefined / . - undefined, undefined
Zitieren
ISO 690
SCHMIDT, Kirstin, Peter A. EDELSBRUNNER, Tom ROSMAN, Colin CRAMER, Samuel MERK, 2023. When perceived informativity is not enough : How teachers perceive and interpret statistical results of educational research. In: Teaching and Teacher Education. Elsevier. 2023, 130, 104134. ISSN 0742-051X. eISSN 1879-2480. Verfügbar unter: doi: 10.1016/j.tate.2023.104134BibTex
@article{Schmidt2023-08perce-71270,
year={2023},
doi={10.1016/j.tate.2023.104134},
title={When perceived informativity is not enough : How teachers perceive and interpret statistical results of educational research},
volume={130},
issn={0742-051X},
journal={Teaching and Teacher Education},
author={Schmidt, Kirstin and Edelsbrunner, Peter A. and Rosman, Tom and Cramer, Colin and Merk, Samuel},
note={Article Number: 104134}
}RDF
<rdf:RDF
xmlns:dcterms="http://purl.org/dc/terms/"
xmlns:dc="http://purl.org/dc/elements/1.1/"
xmlns:rdf="http://www.w3.org/1999/02/22-rdf-syntax-ns#"
xmlns:bibo="http://purl.org/ontology/bibo/"
xmlns:dspace="http://digital-repositories.org/ontologies/dspace/0.1.0#"
xmlns:foaf="http://xmlns.com/foaf/0.1/"
xmlns:void="http://rdfs.org/ns/void#"
xmlns:xsd="http://www.w3.org/2001/XMLSchema#" >
<rdf:Description rdf:about="https://kops.uni-konstanz.de/server/rdf/resource/123456789/71270">
<dc:contributor>Cramer, Colin</dc:contributor>
<dspace:hasBitstream rdf:resource="https://kops.uni-konstanz.de/bitstream/123456789/71270/1/Schmidt_2-3d224cqz18jf7.PDF"/>
<dc:date rdf:datatype="http://www.w3.org/2001/XMLSchema#dateTime">2024-11-14T12:45:33Z</dc:date>
<dc:creator>Cramer, Colin</dc:creator>
<dcterms:abstract>Teachers are encouraged to inform their professional actions by evidence. Consequently, it is important to know how they perceive and understand statistical results. In a representative sample of 414 teachers, we presented typical descriptions of inferential statistics and effect sizes. Results suggest that teachers perceive the standard significance statement, Cohen's U3, and a combined description of inferential statistic and effect size as most informative. Overall, however, they do not disentangle inferential statistics and effect sizes correctly. Designing informative and easy-to-understand science communication appears to be challenging. Hence, we suggest to also foster teachers' research literacy to improve their evidence-informed actions.</dcterms:abstract>
<dc:contributor>Merk, Samuel</dc:contributor>
<dcterms:available rdf:datatype="http://www.w3.org/2001/XMLSchema#dateTime">2024-11-14T12:45:33Z</dcterms:available>
<dcterms:hasPart rdf:resource="https://kops.uni-konstanz.de/bitstream/123456789/71270/1/Schmidt_2-3d224cqz18jf7.PDF"/>
<dcterms:isPartOf rdf:resource="https://kops.uni-konstanz.de/server/rdf/resource/123456789/31"/>
<dc:creator>Edelsbrunner, Peter A.</dc:creator>
<dc:creator>Schmidt, Kirstin</dc:creator>
<dc:contributor>Schmidt, Kirstin</dc:contributor>
<bibo:uri rdf:resource="https://kops.uni-konstanz.de/handle/123456789/71270"/>
<dcterms:title>When perceived informativity is not enough : How teachers perceive and interpret statistical results of educational research</dcterms:title>
<dc:contributor>Edelsbrunner, Peter A.</dc:contributor>
<dc:contributor>Rosman, Tom</dc:contributor>
<dc:language>eng</dc:language>
<dc:creator>Merk, Samuel</dc:creator>
<foaf:homepage rdf:resource="http://localhost:8080/"/>
<dcterms:issued>2023-08</dcterms:issued>
<void:sparqlEndpoint rdf:resource="http://localhost/fuseki/dspace/sparql"/>
<dc:creator>Rosman, Tom</dc:creator>
<dspace:isPartOfCollection rdf:resource="https://kops.uni-konstanz.de/server/rdf/resource/123456789/31"/>
</rdf:Description>
</rdf:RDF>Interner Vermerk
xmlui.Submission.submit.DescribeStep.inputForms.label.kops_note_fromSubmitter
Prüfungsdatum der Dissertation
Finanzierungsart
Kommentar zur Publikation
Allianzlizenz
Corresponding Authors der Uni Konstanz vorhanden
Internationale Co-Autor:innen
Universitätsbibliographie
Nein
Begutachtet
Ja
Link zu Forschungsdaten
Beschreibung der Forschungsdaten
The preregistration of the study design and analysis plan, reproducible documentation of analyses including data
