理科教育の実験活動における教員志望学生の統計的認識に関する事例的調査―STEM教師教育に向けて―

抄録

Statistics as taught as part of mathematics is related to the fields of science, engineering, and technology; however, this relationship is not explained in general classes. Programs that train teachers to apply statistics in experimental activities help them realize the association between various fields and, thereby, realize science, technology, engineering, and mathematics (STEM) education. In statistics teaching, the role of teachers is important; however, teacher training programs have not been sufficiently examined. This study examines the perceptions of 22 pre-service elementary school teachers regarding the handling of experimental data to obtain basic materials for the teacher training program in STEM education. Results revealed that half of them did not understand that data with variations require statistical processing. In addition, five students attributed the data variation to external factors, and five students used the mean to control the variation. These results suggest that teacher training programs should provide an opportunity to learn basic inferential statistics, clarify the use of statistics in science education, and examine the goals of science classes that involve experimental activities from the perspective of STEM education.