Effets du vocabulaire et de l’ambiguïté linguistique sur la compréhension des tests statistiques
It is widely recognized, at least in the university medium, that the teaching of statistical tests is difficult for the teacher as well as for the learner. Indeed, the literature of educational research on this tool has revealed that there are various difficulties, often associated to some misconcep...
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| Veröffentlicht in: | URI:https://journals.openedition.org/adsc, |
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| Format: | Article ou chapitre numérique |
| Sprache: | Français |
| Veröffentlicht: |
Annales de Didactique et de Sciences Cognitives
2022
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| Online Zugang: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
| Zusammenfassung: | It is widely recognized, at least in the university medium, that the teaching of statistical tests is difficult for the teacher as well as for the learner. Indeed, the literature of educational research on this tool has revealed that there are various difficulties, often associated to some misconceptions, which are encountered at every age and level of expertise. The research findings show that a student cannot generally understand and describe the fundamental ideas underlying the practice of statistical tests. Instead, students generally rely on mechanical calculus, which is based much more on memorization and computation, than on reflection and interpretation. The aim of this paper is to present some factors that bring difficulties in apprehension to this practice and that must be considered in its teaching. Very specifically, we focused in this paper on the effect that the vocabulary and linguistic ambiguity factors, used in statistical tests, could have on the interpretation by our students of the notions and expressions conveyed during the teaching of this practice. |
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