Diseño y evaluación de una trayectoria hipotética de aprendizaje para intervalos de confianza basada en simulación y datos reales
Tipo de documento
Autores
Lista de autores
Inzunsa, Santiago y Islas, Eldegar
Resumen
En el presente artículo se discute sobre el diseño de una trayectoria hipotética de aprendizaje para introducir los intervalos de confianza en un curso básico universitario, desde una perspectiva informal basada en datos de encuestas y simulación del muestreo. La trayectoria consta de cuatro actividades y fue evaluada como parte de un primer ciclo de mejora con un grupo de 11 estudiantes (19-21 años) de la carrera de estudios internacionales en una universidad mexicana. Los resultados se obtuvieron del análisis de las hojas de trabajo y los archivos del software entregados por los estudiantes al final de cada actividad, adicionalmente un conjunto de ítems seleccionados de la prueba AIRS (Assessment Inferential Reasoning in Statistics) fueron respondidos por los estudiantes en una evaluación final. Los resultados muestran que es posible razonar adecuadamente con conceptos complejos que subyacen a una inferencia estadística, utilizando datos con contextos reales y herramientas computacionales dinámicas e interactivas que permiten visualizar, en tiempo real, el muestreo y sus resultados. Sin embargo, algunos conceptos resultaron particularmente difíciles para el estudiantado, como la distinción entre población, muestra y distribución muestral de un estadístico, propiedades de las distribuciones muestrales e intervalos de confianza.
Fecha
2019
Tipo de fecha
Estado publicación
Términos clave
Pruebas de hipótesis | Razonamiento | Software | Tipos de metodología
Enfoque
Idioma
Revisado por pares
Formato del archivo
Volumen
33
Número
63
Rango páginas (artículo)
1-26
ISSN
19804415
Referencias
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