Are the notion of mean and related concepts too difficult for 6th and 7th grade biology students?

Amos Dreyfus*, Osnat Levy

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

Abstract

Summary: Basic statistical concepts are considered to be part and parcel of any modern biological education. Micro-computer assisted activities may offer new opportunities for the early development of relatively young children's skills and understandings, thus preparing them efficiently for a meaningful secondary school science education. However, the relevant skills and concepts may well be beyond the ken of such children. In this study, we attempted to check the level which could be reached with 6th and 7th grades primary school students (11-12 years of age), concerning the connected concepts of “mean” and “deviation” from the mean, and some major implications of these concepts. Special learning activities were developed, and an electronic spreadsheet was used as the main tool for the quantitative tasks. A one year period of intensive teacher training preceded the actual experiment. The main results will be delineated, as well as the main responses of the students and of the teachers. Although the schools selected for the experiment (experimental as well as control groups) were located in areas of a relatively high socio-economic level, there was some heterogeneity in the classes. The results will show that educators are confronted with problems of heterogeneity even in “good” classes, and that finding the appropriate level of intellectual stimulation of different pupils is not an easy task. Some concepts appeared to be at the limit of, or beyond, the abilities of many students, but by no means of all of them.

Original languageEnglish
Pages (from-to)137-152
Number of pages16
JournalEuropean Journal of Teacher Education
Volume19
Issue number2
DOIs
StatePublished - 1996

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