bluuebunny/crossref_metadata_2025 huggingface dataset:
Sources of surface O3 in the UK: tagging O3 within WRF-Chem
Authors: Romero-Alvarez Johana , Lupaşcu Aurelia , Lowe Douglas , Badia Alba , Archer-Nicholls Scott , Dorling Steve , Reeves Claire E. , Butler Tim
Published: October 2022

Abstract. Tropospheric ozone (O3) concentrations depend on a combination of hemispheric, regional, and local-scale processes. Estimates of how much O3 is produced locally vs. transported from further afield are
essential in air quality management and regulatory policies. Here, a
tagged-ozone mechanism within the Weather Research and Forecasting model coupled with chemistry (WRF-Chem) is used to quantify the
contributions to surface O3 in the UK from anthropogenic nitrogen oxide (NOx) emissions from inside and outside the UK during May–August 2015. The
contribution of the different source regions to three regulatory O3
metrics is also examined. It is shown that model simulations predict the
concentration and spatial distribution of surface O3 with a domain-wide
mean bias of −3.7 ppbv. Anthropogenic NOx emissions from the UK and Europe
account for 13 % and 16 %, respectively, of the monthly mean surface
O3 in the UK, as the majority (71 %) of O3 originates from the
hemispheric background. Hemispheric O3 contributes the most to
concentrations in the north and the west of the UK with peaks in May,
whereas European and UK contributions are most significant in the east,
south-east, and London, i.e. the UK's most populated areas, intensifying
towards June and July. Moreover, O3 from European sources is generally
transported to the UK rather than produced in situ. It is demonstrated that
more stringent emission controls over continental Europe, particularly in
western Europe, would be necessary to improve the health-related metric MDA8
O3 above 50 and 60 ppbv. Emission controls over larger areas, such as
the Northern Hemisphere, are instead required to lessen the impacts on
ecosystems as quantified by the AOT40 metric.
Predictive and stochastic reduced-order modeling of wind turbine wake dynamics
Authors: Andersen Søren Juhl , Murcia Leon Juan Pablo
Published: October 2022

Abstract. This article presents a reduced-order model of the highly turbulent wind turbine wake dynamics. The model is derived using a large eddy simulation (LES) database, which cover a range of different wind speeds. The model consists of several sub-models: (1) dimensionality reduction using proper orthogonal decomposition (POD) on the global database, (2) projection in modal coordinates to get time series of the dynamics, (3) interpolation over the parameter space that enables the prediction of unseen cases, and (4) stochastic time series generation to generalize the modal dynamics based on spectral analysis. The model is validated against an unseen LES case in terms of the modal time series properties as well as turbine performance and aero-elastic responses. The reduced-order model provides LES accuracy and comparable distributions of all channels. Furthermore, the model provides substantial insights about the underlying flow physics, how these change with respect to the thrust coefficient CT, and whether the model is constructed for single wake or deep array conditions. The predictive and stochastic capabilities of the reduced-order model can effectively be viewed as a generalization of a LES for statistically stationary flows, and the model framework can be applied to other flow cases than wake dynamics behind wind turbines.
Describing Distributions With and Without the Help of TinkerPlots—First Insights Into a Contrastive Analysis
Authors:   University of Münster, Birk Lisa
Published: October 2022

Statistical thinking has become the central goal of statistics education in recent years and has made its way into the primary curriculum. The main educational goal is to guide students from a rather local towards a more global perspective on data and distributions. Because technological tools and software such as TinkerPlots are considered to be valuable support towards developing statistical thinking, this paper will explore differences in primary students´ descriptions of distributions as part of their statistical thinking with and without the help of TinkerPlots to illustrate possible potentials and challenges for the use of technological tools within the primary classroom.
Emergency Remote Teaching In The Dictation Of Statistics In Economic Sciences. Opportunities For Educational Quality Improvement Management
Authors:   Universidad de Buenos Aires, Bianco María José
Published: October 2022

The pandemic during 2020 and its consequent preventive and compulsory social isolation forced the migration to an “emergency remote teaching” model abruptly. Although it had its own theoretical material, this reality required teachers to be more versatile and adaptable in record time. This paper describes how this new normality allowed rethinking the teaching practice by using technologies for teaching classes by virtual means, either through video recording, weekly synchronous meetings and the use of free mobile applications, being an opportunity to achieve an improvement in educational quality. La pandemia durante 2020 y su consecuente Aislamiento Social Preventivo y Obligatorio forzó a migrar a un modelo de “enseñanza remota de emergencia” en forma abrupta. Si bien se contaba con material teórico propio, esta realidad exigió a los docentes una mayor versatilidad y capacidad de adaptación en tiempo récord. En el presente trabajo se describe cómo esta nueva normalidad permitió repensar la práctica docente mediante la utilización de tecnologías para el dictado de clases por medios virtuales, ya sea a través de la grabación de videos, encuentros sincrónicos semanales y el uso de aplicaciones móviles gratuitas, siendo una oportunidad para lograr una mejora en la calidad educativa.
Principles of Task Design to Promote Informal Statistical Inference in Secondary School: Covariational Reasoning Using Multivariate Data
Authors:   University of Tsukuba, Hosoda Koki
Published: October 2022

In today’s data-driven society, statistical inference is required for decision-making, and it is essential to develop the relevant skills in school education. This study aimed to develop the task design principles that allow students to experience informal statistical inference by exploring relationships between variables in multivariate data. Therefore, it built on task design principles from a theoretical perspective based on covariational reasoning. Furthermore, a tentative task, “Decathlon Data Problem,” was devised based on these principles and clarified guidelines for teachers to promote informal statistical inference through covariational reasoning with multivariate data at the secondary school level.
Primary School Teachers’ Attitudes to Statistics: A Transcultural Focus
Authors:   University of Rio Grande do Norte, Pereira Martins Maria Niedja , Fernandes de Carvalho Carolina ,   University of Lisbon
Published: October 2022

Different instruments analyze university students’ and pre-service teachers’ attitudes towards statistics, but few studies investigate in-service teachers’ attitudes. The attitude scale towards statistics (Estrada, 2002) has been used in some countries with in-service teachers and has presented good psychometric values. This study carried out a comparative analysis of global and by-items results of this attitudes scale applied to primary school teachers in Peru, Spain, Portugal, and Brazil derived from prior research. Results suggest that the scale is adequate for the context of Latin America, and differences in the attitudes among the countries were found. These differences are analyzed considering the formative and curricular context of each country. Following this, recommendations are made for the continuous training of teachers.
A Framework for Capturing the Development of Statistical Concepts
Authors:   The University of Auckland, Patel Anne , Pfannkuch Maxine ,   The University of Auckland
Published: October 2022

Statistics education researchers have been challenged to consider the theory of inferentialism in understanding concept formation in students. A critique of inferentialism is that no method has been formulated to use the theory in practice. In this paper a Statistical Reasoning and Action framework is presented that appears to be capable of explicating the development of statistical concepts during learning. By following six 11-year-old’s learning over several statistical modelling cycles using TinkerPlots, the framework was used to capture their interrogative cycles of noticing and wondering, giving and asking for reasons, and sanctioning and censuring, as well as oscillations between concretising language about actions and conceptualising language towards concept formation. Two teaching episodes at the beginning of a learning sequence are used to illustrate its use.
Teaching Linear Regression Models In High School: A Proposal To Develop Correlational Reasoning
Authors:   Universidade de São Paulo, Dutra de Araújo Thiago , Giampaoli Viviana ,   Universidade de São Paulo
Published: October 2022

Correctly identifying associations between variables is indispensable for an individual to be able to perform a correct and critical interpretation of various phenomena present in nature and in the society of which he is a part. In particular, to describe the association between two quantitative variables, a very relevant method is the use of linear regression models, which allow individuals to develop skills linked to a specific type of reasoning called correlational reasoning. In this article, we presented an activity of a sequence of teaching linear regression models for high school students, based on the methodology of Design-Based Research (DBR), which allows to develop correlational reasoning. After the presentation, they discussed their connections with the DBR and analyzed the potential results of their application. Identificar corretamente associações entre variáveis é imprescindível para que um indivíduo possa realizar uma interpretação correta e crítica de vários fenômenos presentes na natureza e na sociedade da qual ele faz parte. Em particular, para descrever a associação entre duas variáveis quantitativas, um método bastante relevante é o uso de modelos de regressão linear, os quais possibilitam que os indivíduos desenvolvam habilidades vinculadas a um tipo de raciocínio específico denominado raciocínio correlacional. Neste artigo, apresentou-se uma atividade de uma sequência de ensino de modelos de regressão linear para estudantes do Ensino Médio, baseada na metodologia da Pesquisa Baseada em Design (DBR), que permite desenvolver o raciocínio correlacional. Após a apresentação, discutiu-se suas conexões com a DBR e analisou-se os potenciais resultados de sua aplicação.
The Challenges Of Learning In Statistics In Hybrid Education: The Case Of A Primary School Class In Brazil
Authors:   Universidade Federal do Rio Grande do Norte, Pereira Martins Maria Niedja , Fernandes de Carvalho Carolina ,   Universidade de Lisboa, Monteiro Carlos Eduardo ,   Universidade Federal de Pernambuco
Published: October 2022

With the advent of the COVID-19 syndemy, primary schools progressively returned to face-to-face activities in 2021. This article presents aspects of a study that aimed to analyze the challenges of teaching and learning in statistics in the hybrid model of a 4th grade elementary school class in Brazil. The results suggest that the use of this model in realities where online tools are not accessible to all, generates impacts on the continuum of learning related to statistics. In addition, teachers are faced with the task of reinventing teaching strategies to close gaps caused by structural inequalities in access to technologies. The study contributes to reflecting on the impacts of the COVID-19 syndemia on statistical education in contexts of social and technological inequality. Com o advento da sindemia do COVID-19, as escolas básicas retornaram progressivamente às atividades presenciais em 2021. Este artigo apresenta aspectos de um estudo que teve como objetivo analisar os desafios do ensino e da aprendizagem em Estatística no modelo híbrido de numa turma do 4º ano do Ensino Fundamental no Brasil. Os resultados sugerem que a utilização desse modelo em realidades onde as ferramentas online não são acessíveis a todos, gera impactos no contínuo da aprendizagem relacionada à Estatística. Além disso, professores se veem na tarefa de reinventar estratégias de ensino para suprir lacunas ocasionadas por desigualdades estruturais no acesso às tecnologias. O estudo contribui para refletir sobre os impactos da sindemia do COVID-19 na educação estatística em contextos de desigualdade social e tecnológica.
Project-Based Learning as a Promoter of Critical Thinking: An Experience in Advanced Students of Biology
Authors:   Universidad de Buenos Aires, Fernández María Soledad , Graziano Martín ,   Universidad de Buenos Aires, Crespo José ,   Universidad de Buenos Aires, Arzac Adelia González ,   Universidad de Buenos Aires, Cueto Gerardo ,   Universidad de Buenos Aires, Pérez Adriana ,   Universidad de Buenos Aires
Published: October 2022

With the aim of developing professional skills and promoting critical thinking skills, a project-based learning experience was implemented in a university course on statistical models for advanced Biology students. The students had to act in the role of scientists, contrasting empirical evidence with a research hypothesis. We worked in small groups with the support of a tutor. Analyzes were performed in R and the report written in R Markdown to facilitate reproducibility. Although the experience is a challenge for both the faculty and the students, given the complexity of the topics, experimental designs, and statistical approaches, it contributed to strengthening the skills required for scientific work. Con el objetivo de desarrollar competencias profesionales y promover habilidades de pensamiento crítico se implementó una experiencia de aprendizaje basado en proyectos en un curso universitario de modelos estadísticos para estudiantes de Biología avanzados. Las y los estudiantes debieron actuar en el rol de científicas/os, contrastando evidencia empírica con una hipótesis de investigación. Se trabajó en grupos reducidos con el apoyo de un/a tutor/a. Los análisis se efectuaron en R y el informe escrito en R Markdown para facilitar la reproducibilidad. Si bien la experiencia resulta un desafío tanto para el cuerpo docente como para las y los estudiantes, dada la complejidad de temas, diseños experimentales y abordajes estadísticos, contribuyó a fortalecer habilidades requeridas para el trabajo científico.
Causal Diagrams for Descriptive Statistics
Authors:   FOM University of Applied Sciences, Lübke Karsten , Gehrke Matthias ,   FOM University of Applied Sciences
Published: October 2022

Without random sampling and/or random allocation, even descriptive statistics such as simple means or proportions can be quite misleading. Therefore, causal diagrams were added to existing course materials to address this topic and to illustrate the differences between random and convenience samples and between observational and experimental studies. We assessed student understanding in different courses with a pre-/post-survey. Additionally, we asked students to evaluate the helpfulness of the diagrams for their understanding. There is a statistically discernible positive effect with 280 students from more than seven different courses on pre- to post-knowledge. Also, most of the students agreed with the statement that the causal diagrams helped in their understanding.
Graduate Students’ Effect Size Category Boundaries
Authors:   University of Minnesota, Rao Velliyoor Nott Vimal , Bye Jeffrey ,   University of Minnesota, Varma Sashank ,   Georgia Institute of Technology
Published: October 2022

Statisticians increasingly decry ritualistic categorizations of statistical measures. The interpretation of effect sizes is often guided by benchmarks, i.e., Cohen’s d = .2 represents a ‘small’ effect size; .5 represents a ‘medium’ effect size; and .8 (‘large’) represents a large effect size. We employed a cognitive science approach to investigate how researchers systematically categorize values between these benchmarks. We find effect size categories are typically separated by fuzzy boundaries, as predicted by psychological theories of categorization. Understanding the cognitive processes underlying statistical reasoning can help us consider how to move beyond ritualistic interpretation of statistical measures.
Foundations for AI-Assisted Formative Assessment Feedback for Short-Answer Tasks in Large-Enrollment Classes
Authors:   The Pennsylvania State University, Lloyd Susan , Beckman Matthew ,   The Pennsylvania State University, Pearl Dennis ,   The Pennsylvania State University, Passonneau Rebecca ,   The Pennsylvania State University, Li Zhaohui ,   The Pennsylvania State University, Wang Zekun ,   The Pennsylvania State University
Published: October 2022

Research suggests “write-to-learn” tasks improve learning outcomes, yet constructed-response methods of formative assessment become unwieldy with large class sizes. This study evaluates natural language processing algorithms to assist this aim. Six short-answer tasks completed by 1,935 students were scored by several human raters using a detailed rubric and an algorithm. Results indicate substantial inter-rater agreement using quadratic weighted kappa for rater pairs (each QWK > 0.74) and group consensus (Fleiss’ Kappa = 0.68). Additionally, intra-rater agreement was estimated for one rater who had scored 178 responses seven years prior (QWK = 0.88). With compelling rater agreement, the study then pilots cluster analysis of response text toward enabling instructors to ascribe meaning to clusters as a means for scalable formative assessment.
Assessment of Graduate Profile Attributes in a Statistics Capstone Course
Authors:   University of Auckland, Passmore Rachel , Pfannkuch Maxine ,   University of Auckland
Published: October 2022

In 2019 the University of Auckland (UoA) introduced compulsory capstone courses for all undergraduates in the Faculty of Science in recognition that students required more support to transition from being a student of a discipline to a practitioner. One requirement of the science capstone courses was to provide a vehicle for students to demonstrate the attributes of the graduate profile. Many universities have established graduate profiles to provide clarity to students, staff, and employers alike about the qualities graduates from their institution should possess. This research sought to establish whether UoA graduate profile attributes could be demonstrated and assessed in a statistics capstone course. A framework to evaluate the demonstration of graduate attributes was developed, which along with some preliminary results is presented and discussed.
Perspectives on Curricular Priorities for Big Data Analytics: A Qualitative Study of Educators and Practitioners
Authors:   Mercy College, Hassad Rossi
Published: October 2022

Big Data is a universal concept that has become a metaphor for innovation and discovery; however, deriving this benefit requires going beyond traditional tools and expertise. The aim of this qualitative study (N=38) was to explore perspectives on curricular priorities for Big Data analytics from educators and practitioners. Nine themes were derived: computational and programming literacy, integrated and multidisciplinary curriculum, data quality and methodological standards, collaboration and domain-specific expertise, statistical literacy, basic statistics (probability and inference), ethico-legal considerations, critical analysis and effective communication skills, and meaning and definition of Big Data. Additionally, reflective learning was identified as an overarching theme, which can serve as a unifying pedagogical approach. These results provide a framework that appears to have content validity for informing curricular reform and development.
Preparing Students to Solve Real Problems With Statistics
Authors:   JMP Statistical Discovery LLC, Kraft Volker , Hinrichs Curt ,   JMP Statistical Discovery LLC
Published: October 2022

Students who master basic statistical methods are not automatically good problem solvers. This can be challenging when starting a career in industry. The journey from problem to solution requires a basic understanding of the typical workflow of data-driven decision making. A simple framework for the process of data discovery is a practical and useful addition to basic statistics education. This paper will mention some challenges students often experience when they move into industry along with a framework that connects the problem-solving elements from data access to data exploration and analysis to sharing results. It will also share freely accessible teaching resources such as the JMP Case Study Library that can help bring statistical problem solving into the classroom.
Flames (Flanders Training Network for Methodology and Statistics): A Longitudinal Analysis of Our Doctoral Training Initiative
Authors:   Leuven Statistics Research Center, Luyts Martial , Cametti Cristina ,   Leuven Statistics Research Center, Neyens Thomas ,   Catholic University of Leuven
Published: October 2022

Within the 5 Flemish universities of Belgium, the need for statistical support of doctoral-level students has led to the introduction of FLAMES, an inter-university doctoral training network in which all Flemish universities of Belgium collaborate. FLAMES aims to support young researchers in need of qualitative and quantitative oriented insights by offering them methodological training at different levels. To evaluate the importance and popularity of FLAMES, a longitudinal analysis is performed where the FLAMES approach is discussed over a timeline of approximately 10 years (from the beginning of Flames until 2021). FLAMES’ “measuring is knowing” principle is used to evaluate the content, applicability, and educational aspects of the current training offer and to periodically assess the efficiency of our program.
Data Use in Evidence-Informed Policymaking (EIPM) as a Teaching Subject: Challenges and Pitfalls
Authors:   European University Institute, Tkalec Igor , Umbach Gaby ,   European University Institute
Published: October 2022

This article examines evidence-informed policymaking from a teaching perspective. It especially focuses on data use within it. Based on the authors’ practical experience, the article proposes a conceptual frame for designing teaching materials anchored in three dimensions: acquiring/possessing (data literacy) skills, understanding the benefits of evidence-informed policymaking, and creating channels for evidence-informed policymaking implementation. Moreover, it outlines challenges and pitfalls in developing such learning materials for data-driven evidence-informed policymaking. The findings suggest that the inherent weakness of evidence-informed policymaking understood as an approach to policymaking, i.e., its conceptual ambiguity, also influences the development of data-focused evidence-informed policymaking learning materials.
The Problem Regarding (Re)placement of a King: An Intuition Pump Approach
Authors:   University of Regina, Russell Gale , Chernoff Egan ,   University of Saskatchewan
Published: October 2022

In many school-based probability calculations, replacement of items that have been drawn in an event that is part of an outcome returns the sample space for the next event to the status quo. Consequently, replacement of the items has no impact on the probability of the upcoming event. The two events are independent. Intuitively, it is likewise reasoned that if a selected item for a first event is not replaced into the sample space, there will be a resulting change in the probability of the next event compared to when the items were replaced. The intuition pump in this article explores the validity of this intuitive assumption.
Quantitative Reasoning and Conceptual Analysis as a Framework for Teaching and Learning Probability
Authors:   The Pennsylvania State University, Hatfield Neil , Saldanha Luis ,   University of Québec at Montréal, Primi Caterina ,   University of Florence, Chernoff Egan ,   University of Saskatchewan
Published: October 2022

Thompson’s theory of quantitative reasoning and von Glasersfeld’s approach to conceptual analysis are underutilized tools in probability and statistics education. Both are valuable frameworks for researching how individuals conceptualize and reason about/with uncertainty as well as helping to inform instructional design around the same topics. We describe both conceptual analysis and the theory of quantitative reasoning and how they have shaped mathematics education. Further, we provide some instances where they have successfully been used in probability and statistics education. Sharing these useful tools from mathematics education has profound implications for the field given its tight linkages. Thus, presenting this framework has potential to provoke reflection within the field regarding what constitutes foundational probabilistic and statistical ideas and how instruction might support students’ understanding of them.
Probabilistic Thinking Versus Statistical Thinking
Authors:   University of Oxford, Diaz-Rojas Daniela , Soto-Andrade Jorge ,   University of Chile, Valdés-Zorrilla Amaranta ,   University of Chile
Published: October 2022

We discuss the similarities and differences between probabilistic and statistical thinking, arguing in favour of metaphorising them as arrows pointing in opposite directions. We base our argument and discussion on concrete examples, drawn from our teaching experience to a broad spectrum of learners at the University of Chile and inspired by Brousseau’s fundamental adidactic situation for inferential statistics in primary school, and our own fundamental adidactic situations for probability. Learners involved include first year humanistic university students, prospective math teachers, and in-service primary school teachers and their students.
Statistical Literacy of Citizens: The Interpretation of Statistical Graphs
Authors:   Catholic University of the Maule, Salcedo Audy ,   Central University of Venezuela, González Jesús ,   Central University of Venezuela, Sarco LIra Amalio ,   Central University of Venezuela, González Johnnalid ,   Central University of Venezuela
Published: October 2022

This article analyzes how a group of Venezuelan citizens interprets two bar graphs. The reading, interpretation and evaluation of statistical graphs is part of the competences that an ordinary citizen must possess. It was therefore decided to ask ordinary citizens to interpret two statistical graphs. The questions are part of a broader questionnaire that was published on the survey administration platform and sent to potential participants, using non-probability sampling. The questions were answered by 407 citizens with different levels of academic training. The results show that most participants gave plausible arguments to support a specific position, but have difficulties in critically evaluating a graph. These results are a first approximation on how Venezuelan citizens interpret statistical graphics and can be a reference for statistical literacy processes.
Risk Know-How Framework: Supporting Communities as They Evaluate Information About Statistics and Risk
Authors:   Sense about Science, Sierra Leonor , Franklin Christine ,   American Statistical Association
Published: October 2022

Risk know-how is about informed decision-making, and it is often underpinned by statistics. Risk know-how entails not simply taking statistical information at face value but asking questions and interrogating the data—a lifelong process of developing statistical reasoning skills. By developing a framework in collaboration with risk communication and statistics experts and with insights developed from interviews with communities around the world, it provides a structure for modelling best statistical practice and encourages the involvement of all community members. The aim is to develop more confidence in the decision-making process using data. The framework will also center the needs and efforts of community practitioners around the world and encourage reflection on how efforts in statistics education can be extended to support these practitioners and communities.
Lessons Aimed at Demonstrating Statistical Literacy Skills: A Case Study of Japanese High School Lessons
Authors:   Kwassui Women’s University, Koga Shunya
Published: October 2022

This study examined whether statistical literacy skills could be demonstrated through high school lessons. First, a statistical literacy process, based on critical thinking, was developed for the interpretation and evaluation of statistical reports. A worksheet, which reflected this process, was provided to help the students read statistical reports. A total of seven 50-minute lessons were conducted with 34 high school students, mainly using this worksheet. In addition, statistical literacy tests were administered at the beginning and end of the lessons to determine whether students’ skills improved through the lessons. The results indicated the presence of multiple skills that students demonstrated through the lessons.
What Do Students in Biology Courses Understand and Appreciate About Statistics
Authors:   University of Illinois–Chicago, Tintle Nathan , McGaughey Karen ,   Cal Poly – San Luis Obispo, Chance Beth ,   Cal Poly – San Luis Obispo
Published: October 2022

Learning standards for biology courses have called for increasing statistics content. Little is known, however, about biology students’ attitudes towards statistics content and what students actually learn about statistics in these courses. This study aims to uncover changes in attitudes and content knowledge in statistics for students in biology courses. One hundred thirty-four introductory biology students across five different instructors participated in a pre-post study of statistical thinking and attitudes toward statistics. Students performed better on the statistics conceptual inventory at the end of a biology course compared to the beginning. Student attitudes showed no change. These preliminary results suggest the potential importance for laying a conceptual foundation in statistics prior to taking biology courses with little formal statistical instruction.
The Big Picture: A Family of Instruments for Understanding University-Level Statistics and Data Science Attitudes
Authors:   California State University, Monterey Bay, Unfried Alana , Whitaker Douglas ,   Mount Saint Vincent University, Batackci Leyla ,   Elizabethtown College, Bolon Wendine ,   RSM US, Bond Marjorie ,   The Pennsylvania State University, Kerby-Helm April ,   Winona State University, Posner Michael ,   Villanova University
Published: October 2022

Attitudes matter in statistics and data science education, but previous instruments have been limited in scope, resulting in many unanswered questions. This paper discusses the Surveys of Motivational Attitudes toward Statistics and Data Science, a family of instruments designed to provide a broad understanding of university-level student and instructor attitudes as well as learning environment characteristics. Based on Expectancy Value Theory, a meta-model explains the interrelationships among the instruments, and an iterative design process is followed for survey development. Psychometric results from data collections using instruments developed thus far are presented. This is the first time a cohesive, synergistic set of instruments has been designed to work together to give a broader understanding of the state of statistics and data science education.
MetaDocencia: Teaching Statistics And Data Science Online
Authors:   Universidad Nacional Guillermo Brown, Saibene Yanina Bellini , Dogucu Mine ,   Universidad Nacional Guillermo Brown, Palopoli Nicolás ,   Universidad Nacional de Quilmes - CONICET, Campitelli Elio ,   Universidad de Buenos Aires, Acion Laura ,   UNNE, Corrales Paola ,   Universidad de Buenos Aires, Loto Patricia ,   UNNE
Published: October 2022

Teaching and learning are activities that require specific skills. People with training in Science, Technology, Engineering and Mathematics who teach statistics and related disciplines often lack adequate pedagogical training during their training. This situation worsened due to the COVID-19 pandemic, especially among teachers from less favored countries. MetaDocencia is an interdisciplinary teaching community that seeks to support Spanish-speaking teachers by promoting concrete, evidence-based, student-centered teaching methods. In 26 months we developed five courses with open licenses and gave 81 free editions of these courses reaching 1,163 teachers from 30 countries. People who passed through our courses express high satisfaction (Net Promoter Score > 80%) and find them practical, useful and novel (97% indicated they learned something new). Enseñar y aprender son actividades que requieren habilidades específicas. Las personas con formación en Ciencia, Tecnología, Ingeniería y Matemáticas que enseñan estadística y disciplinas relacionadas suelen carecer del entrenamiento pedagógico adecuado durante su formación. Esta situación se agravó debido a la pandemia de COVID-19, en especial entre docentes de países menos favorecidos. MetaDocencia es una comunidad de enseñanza interdisciplinaria que busca apoyar a docentes hispanohablantes mediante el fomento de métodos educativos concretos, basados en evidencia y centrados en sus estudiantes. En 26 meses desarrollamos cinco cursos con licencias abiertas y dictamos 81 ediciones gratuitas de estos cursos alcanzando a 1.163 docentes de 30 países. Las personas que pasaron por nuestros cursos manifiestan alta satisfacción (Net Promoter Score > 80%) y los encuentran prácticos, útiles y novedosos (97% indicó que aprendieron algo nuevo).
AN ANALYSIS OF SPEAKING LANGUAGE LEARNING STRATEGIES USED BY STUDENTS’ OF STKIP MUHAMMADIYAH MUARA BUNGO
Authors: Kurniawan Ridho
Published: October 2022

Abstract

This research focus on an investigation students’ speaking language learning strategies were used by the second semester students’ of English Department STKIP Muhammadiyah Muara Bungo (STKIP-MB). The researcher analyzed speaking learning strategies components based on the Oxford’s theories included direct strategies such as memory strategies, cognitive strategies, compensation strategies, and indirect strategies such as metacognitive strategies, affective strategies, and social strategies. The method of this research was descriptive quantitative. The data of this research were analyzed by using two methods of data analysis. Quantitative data analysis was used to examine and interpreted data from speaking test and questionnaire. The data taken from observation, field note and interview were analyzed by using qualitative data analysis. The finding shows that (1)There are many speaking learning strategies used by the students of English Department STKI-MB. The  students   who  used memory strategies is 54.7%, the students who  used cognitive strategies  is  50.3 %, the students who used compensation strategies is 62.3%, the students which used metacognitive strategies is  42.0%, The students who used affective strategies is  39.3% and the last,  the students who used social strategies is 51.8%. (2) The most frequently strategy that used by students was compensation strategy 62.3%. This study indicated that the speaking learning strategies are possible to affect the assessment score of the students’ speaking quality. 

Keywords:  Speaking, Learning Strategies
BRAIN HEMISPHERE FUNCTION OF MALE AND FEMALE ENGLISH DEPARTMENT STUDENTS OF STKIP-MB: NEUROLINGUISTICS PERSPECTIVE
Authors: SUSANTI SUSI
Published: October 2022

This research identifies brain hemisphere function of male and female English department students of STKIP-MB. It identifies the dominant of brain hemisphere’s male and female students. Those dominant of brain hemisphere can be guidance to optimize both hemisphere in order to get the success life. The result found the differentiation of brain hemisphere function between male and female students: 71,4% male students dominant left hemisphere, and 28,5% dominant right hemisphere; and  71,4% female students dominant right hemisphere, and 28,5% equal left hemisphere and right hemisphere. Neurologically, Male has corpus collosum which is smaller than female so male speaks directly and literally. Then, male has smaller lobus temporal, it causes male be talk less and to the point. Amigdala places in left hemisphere, it causes male cannot express something sentimentality. Seretonim and oxytocin in male are less, it makes male be more impulsive. Although, female has bigger limbic system than male. It makes female be more sentimental and expresses the feeling easier. Then, female’s amigdala places in right hemisphere, it causes female be sensitive and can produce the speech politely. Female has bigger corpus collosum about 25% when they are mature, it causes female can optimalize both of hemispheres, left and right hemisphere equally. Female has bigger lobus frontal and lobus temporal, it causes female be talkative and no straight to the point.
DAMPAK PENDIDIKAN TERHADAP POLA PIKIR PEDAGANG
Authors: Samsussin Samsuddin , Hendrayani Santi
Published: October 2022

Latar belakang pendidikan akan mempengaruhi pola pikir serta sikap seseorang dalam menghadapi kegiatan, seperti kesadaran berdagang dan lingkungan pedagang itu sendiri.Candi Muaro Jambi merupakan salah satu objek wisata yang memiliki kekhasan tersendiri dan warisan sejarah yang masih eksis di Provinsi Jambi, walaupun sebelumnya tidak terlepas dari proses pemugaran. Dengan berjalannya waktu semakin banyak pedagang dikawasan wisata Candi Muaro Jambi dimana ada perubahan, memberikan pengaruh yang luas terhadap pola pikir masyarakat desa sebapo.Dampakpendidikandapat merubah pola pikir masyarakat dalam hal, kondisi ekonomi, sosial dan budaya masyarakat sekitar di kawasan wisata tersebut, khususnya penduduk desa Sebapo. Penelitian ini bertujuan: 1) untuk mengetahui pengaruh Pendidikan terhadap pola perilakuPedagangmasyarakat desa Sebapo dengan keberadaan Candi Muaro Jambi. Penelitian ini menggunakan pendekatan deskriptif kualitatif. Subjek yang digunakan dalam penelitian adalah warga masyarakat desa Sebo, karena sebagian besar masyarakatnya menggantungkan penghasilan di Candi Muaro Jambi. Teknik pengumpulan data yang digunakan yaitu observasi langsung, wawancara, dan dokumentasi. teknik analisis data yang digunakan dalam penelitian ini adalah analisis deskriptif kualitatif model interaktif. Berdasarkan hasil penelitian dapat disimpulkan bahwa: 1) Dampakpendidikan terhadap pola pikir masyarakat di candi Muaro Jambi yaitu: a) adanyapola pikir yang megakitbatkan terjalinnya interaksi sosial yang baik antara pedagang dengan pedagang, pedagang dengan pendidikan dapat pengelolapola pikir mereka terhadap wisatawan melalui dua proses kontak sosial dan komunikasi sosial yang efektif b) Adanya Objek WisataCandi dimanfaatkan masyarakat untuk membuka usaha seluas-luasnya untuk menciptakan lapangan pekerjaan yang menyerap banyak tenaga kerja sehingga dapat mengurangi pengangguran, d) keteraturan dan kebersihan yang baik dalam berdagang , e) merubah pola pikir prilaku masyarakat untuk membuka lapangan pekerjaan.
An Analysis of Student Difficulties in Writing Descriptive at Eight Grade in SMP N 4 Muara Bungo
Authors: Lestari Renda
Published: October 2022

This Research is descriptive quantitative method.  The  subjects  of  the research are twenty five  students of second grade at SMPN 4 Muara Bungo  who are detected as having constraint in writing of descriptive text. This research is aimed to find out Second grade difficulties in writing of descriptive text and the cause. They are second grade especially VII.2. The test and questionnaire were used as the instruments of this research. The test was used to obtain the data about the Second grade difficulties in writing of descriptive text. Furthermore, the questionnaire ware used to obtain the data about the causes of the second grade difficulties in writing of descriptive text.

The finding showed that the students find constraint in all point of scoring, the highest percentage is 87% of students have constraint in grammar, the second percentage are 80% of students have constraint in vocabulary and 70% of students have constraint in content, the third percentage is 69% of students have constraint in organizing, and the last percentage is 68% of students have constraint in mechanism. Whereas, the factors causing  the Second Grade difficulties in writing mastery of descriptive text are learners’ background (81%), teaching technique (71%), and the learners’ environment (78%). Based on the data finding in this research, some suggestions are given to English teacher that the teacher should emphasize to solve the students’ constraint and also he should learn better to apply the techniques of teaching writing skill. Some suggestions are given to students learn more enterprising about English, especially about writing from descriptive text, pay attention to the teacher well when learning, and if anyone does not understand then ask the teacher.
TIME MOTION AND PERFORMANCE ANALYSIS IN TANGO DANCE
Authors: Premelč Jerneja
Published: October 2022

The aim of this study was to investigate the movement and choreography characteristics between four different quality groups in tango. Thirty-five dance couples competing in an international competition in the adult category were selected for analysis. The total time and average speed in each direction of movement and the number of changes of direction were compared between four different quality groups. The average speed of the movement and choreography path was 1.14 ± 5.1 m/s and 77.56 ± 11.1 m, respectively. Dancers mostly danced in line of dance (LOD) (M = 10.74 ± 5.2 s), diagonal to the center (DC) (M = 9.96 ± 4.5 s), and diagonal to the wall (DW) (M = 8 ± 3.1s). Although no significant differences were found, the time spent dancing in LOD decreased with the more successful quality group. Significant differences between the quality groups were found in the speed of movement in LOD direction (χ2 = 9.4, df = 3, p = 0.024), which decreased with the more successful quality group. Dancers made an average of 26.31 ± 3.4 changes in direction. Statistical differences were found between the quality groups (χ2 = 7.7, df = 3, p = 0.04). This is the first detailed study in tango analyzing the characteristics of movement and choreography. The quality groups differ in the speed of movement in some directions of movement and in the number of changes of direction. The results presented can help choreographers and coaches to adequately design the physical preparation of the dancers, the structure of the choreography and the technical and tactical requirements.
THE EFFECT OF TURMERIC AND ITS COMPOUND CURCUMIN ON MUSCLE RECOVERY IN ATHLETES: MINI REVIEW
Authors: Kolimechkov Stefan , Douglas Deidre , Izov Nikolay , Alexandrova Albena , Petrov Lubomir
Published: October 2022

Dietary supplements are used to enrich the diet of athletes, and contribute to better adaptation on the part of athletes to their training, as well as quicker recovery from physical exercises. One such substance is turmeric, which has received widespread interest from medical, scientific and sports specialists due to its numerous benefits to human health and recovery. Curcumin is the most widely researched bioactive component of turmeric, but even curcumin-free turmeric is believed to be as effective as curcumin, and, therefore, this review concentrates on the effect of turmeric as a whole. Turmeric, also known as the ‘golden spice’, may help in the treatment of exercise-induced inflammation and muscle soreness, and, therefore, turmeric can enhance recovery in athletes. This current review focuses on the benefits of turmeric for athletes, including anti-inflammatory, antioxidant and muscle recovery activities exhibited by turmeric.
Classroom social environment of secondary schools: An evidence from Azad Jammu and Kashmir
Authors: Shah Nazir Haider , Parveen Kousar , Yaseen Sobia
Published: October 2022

The major objective of the study was to analyze the social classroom environment of secondary schools in Azad Jammu and Kashmir. This study was descriptive by nature, and a survey was conducted to collect the data. This study was delimited to the government female school teachers. The population of the study was all the teachers of Government Secondary schools of District Kotli. The researcher selected 204 through a simple random sampling technique. A questionnaire was developed for teachers to find out about the social environment of the classrooms. Data were collected personally by the second co-author of this study after testing its reliability and validity from the study sample. The collected data were analyzed by the SPSS software in terms of mean and standard deviation. Teachers play a vital role in the classrooms through their support, promoting mutual respect, promoting tasks, and cooperation with students in the classes to develop a learning environment.
Perception of secondary schools' students about Physics practical work: Intended and enacted curriculum perspective
Authors: Nawaz Haq
Published: October 2022

The syntactic and pragmatic nature of science is learnt better through practical work. Practical work supports cognitive, neuromotor and attitudinal domains of learning through scientific reasoning. Laboratory apparatus availability, their functionality, usability and standard schedule in academic curricula are essential for smooth conduct of practical work. Teachers’ perceptions about practical and students’ scientific inquiry about practical work are linked with effective curriculum implementation. The current study was planned to examine the gap between intended curriculum and enacted national curriculum of physics focusing conduct of practical and the availability of laboratory apparatus. The study was descriptive in nature, following quantitative research design, and a survey method was used to frame the study. A multistage stratified random sampling technique was used to collect the data. Secondary school physics teachers, students, laboratory stock register and the national curriculum for physics were sources of the data. The sample of study consisted of 2,880 students enrolled in 10th grade. The reliability of the instrument was confirmed through calculating Cronbach’s Alpha score; 0.823. The results of the study showed moderate practice 55.8% for the conduct of practical and poor practices 20.2% for the availability of laboratory apparatus for the conduct of practical. There existed gap between theory and practical periods 8:1 in schools’ timetable. Further, the results of the independent sample t-test claimed a significant difference between urban and rural schools’ teachers in conducting practical work, urban teachers were conducting more practical as compared to rural schools’ teachers. The study recommended that government may provide funds to purchase laboratory apparatus, head-teachers ensure availability and functionality of laboratory with apparatus and physics teachers are provided training to conduct practical.