Suchergebnisse

Foreword -- G. Gigerenzer: Democracy Needs Statistical Literacy -- J. Ridgway: Why Engage with Civic Statistics? -- Edited by J. Engel and J. Nicholson: Part I -- J. Engel and J. Ridgway: Back to the Future – Rethinking the Purpose and Nature of Statistics Education -- I. Gal, J. Nicholson, and J. Ridgway: A Conceptual Framework for Civic Statistics and its Educational Applications -- I. Gal, J. Ridgway, J. Nicholson, and J. Engel: Implementing Civic Statistics – An Agenda for Action -- R. Biehler and P. Kovacs: Part II -- J. Ridgway, P. Campos, J. Nicholson, and S. Teixeira: Interactive Data Visualizations for Teaching Civic Statistics -- S. Teixeira, P. Campos, and A. Trostianitser: Data Sets: Examples and Access for Civic Statistics -- A. Trostianitser, S. Teixeira, and P. Campos: Lesson Plan Approaches: Tasks that Motivate Students to Think -- P. Kovacs, K. Kazar, and E. Kuruczleki: Seeing Dynamic Data Visualizations in Action: Gapminder Tools -- D. Frischemeier, S. Podworny, and R. Biehler: Data Visualization Packages for Non-inferential Civic Statistics in High School Classrooms -- C. J. Wild and J. Ridgway: Civic Statistics and iNZight: Illustrations of Some Design Principles for Educational Software -- N. Guimarães, K. Vehkalahti, P. Campos, and J. Engel: Exploring Climate Change Data with R -- J. Ridgway and R. Ridgway: Covid-19 Shows Why we Need Civic Statistics: Illustrations and Classroom Activities -- Edited by I. Gal and D. Frischemeier: Part III -- I. Gal: Critical Understanding of Civic Statistics: Engaging with Important Contexts, Texts, and Opinion Questions -- P. Kovacs, K. Kazar, and E. Kuruczleki: Implementing Civic Statistics in Business Education: Technology in Small and Large Classrooms -- S. Podworny, D. Frischemeier, and R.Biehler: Civic Statistics for Prospective Teachers: Developing Content and Pedagogical Content Knowledge through Project Work -- A Schiller and J. Engel:Civic Statistics for Prospective Teachers: Developing Critical Questioning of Data-based Statements in the Media -- C. Wassner and A. Proemmel: Civic Statistics at School: Reasoning with Real Data in the Classroom -- J. Engel, J. Louie, and J. Nicholson: Preparing for a Data-rich world: Civic Statistics Across the Curriculum -- L. Martignon, D. Frischemeier, M. McDowell, and C. Till: Dynamic, Interactive Trees and Icon Arrays for Visualizing Risks in Civic Statistics -- Edited by P. Campos and A. Schiller: Part IV -- K. François and C. Monteiro: Reflections on Civic Statistics — A Triangulation of Citizen, State and Statistics: Past, Present and Future -- L. Zejnilović and P. Campos: Connecting Data Science, Data Movements, and Project-based Learning with a Social Impact -- J. Ridgway, P. Campos and R. Biehler: Data Science, Statistics, and Civic Statistics – Education for a Fast Changing World -- J. Ridgway and R. Ridgway: Civic Statistics in Context: Mapping the Global Evidence Ecosystem.

"This book is a remarkable achievement" Gerd Gigerenzer This book offers practical approaches to working in a new field of knowledge - Civic Statistics - which sets out to engage with, and overcome well documented and long-standing problems in teaching quantitative skills. The book includes 23 peer-reviewed chapters, written in coordination by an international group of experts from ten countries. The book aims to support and enhance the work of teachers and lecturers working both at the high school and tertiary (university) levels. It is designed to promote and improve the critical understanding of quantitative evidence relevant to burning social issues - such as epidemics, climate change, poverty, migration, natural disasters, inequality, employment, and racism. Effective citizen engagement with social issues requires active participation and a broad understanding of data and statistics about societal issues. However, many statistics curricula are not designed to teach relevant skills nor to improve learners' statistical literacy. Evidence about social issues is provided to the public via print and digital media, official statistics offices, and other information channels, and a great deal of data is accessible both as aggregated summaries and as individual records. Chapters illustrate the approaches needed to teach and promote the knowledge, skills, dispositions, and enabling processes associated with critical understanding of Civic Statistics presented in many forms. These include: statistical analysis of authentic multivariate data; use of dynamic data visualisations; deconstructing texts about the social and economic well-being of societies and communities. Chapters discuss: the development of curricula and educational resources; use of emerging technologies and visualizations; preparation of teachers and teaching approaches; sources for relevant datasets and rich texts about Civic Statistics; ideas regarding future research, assessment, collaborations between different stakeholders; and other systemic issues.

There has never been a more exciting time to be involved in statistics. Emerging data sources provide new sorts of evidence, provoke new sorts of questions, make possible new sorts of answers and shape the ways that evidence is used to influence policy, public opinion and business practices. Significant developments include open data, big data, data visualisation and the rise of data-driven journalism. These developments are changing the nature of the evidence that is available, the ways in which it is presented and used and the skills needed for its interpretation. Educators should place less emphasis on small samples and linear models and more emphasis on large samples, multivariate description and data visualisation. Techniques used to analyse big data need to be taught. The increasing diversity of data usage requires deeper conceptual analysis in the curriculum; this should include explorations of the functions of modelling, and the politics of data and ethics. The data revolution can invigorate the existing curriculum by exemplifying the perils of biassed sampling, corruption of measures and modelling failures. Students need to learn to think statistically and to develop an aesthetic for data handling and modelling based on solving practical problems.

The concept of statistical literacy needs to be refreshed, regularly. Major changes in the ways that data can be accessed from government and non-government agencies allow everyone to access huge databases, to create new variables, and to explore new relationships. New ways of visualizing data provide further challenges and opportunities. The Open Data movement, and the rise of data driven journalism are increasing public access to large scale data via the media. Here, we map out some opportunities and potential pitfalls, and discuss the rebalancing of statistics curricula that is required. The most obvious challenge is the need to introduce students to the exploration and analysis of large scale multivariate data sets. The curriculum should also address issues of data provenance and quality. We present an example of our visualisations of complex multivariate data, used in classroom trials. General issues of pedagogy and curriculum innovation are discussed.

Statistical data and evidence-based claims are increasingly central to our everyday lives. Critically examining 'Big Data', this book charts the recent explosion in sources of data, including those precipitated by global developments and technological change. It sets out changes and controversies related to data harvesting and construction, dissemination and data analytics by a range of private, governmental and social organisations in multiple settings. Analysing the power of data to shape political debate, the presentation of ideas to us by the media, and issues surrounding data ownership and access, the authors suggest how data can be used to uncover injustices and to advance social progress