Theoretical Background
Statistical misconceptions are systematic patterns of errors that occur during interpreting, understanding or applying statistical concepts (Castro Sotos, et al., 2007; Liu, 2010). Sources can be ambiguous use of language (Sedlmeier, 1998), inherited intu
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Springer awards „BestMasters“ to the best master’s theses which have been completed at renowned universities in Germany, Austria, and Switzerland. The studies received highest marks and were recommended for publication by supervisors. They address current issues from various fields of research in natural sciences, psychology, technology, and economics. The series addresses practitioners as well as scientists and, in particular, offers guidance for early stage researchers.
Glena Iten
Impact of Visual Simulations in Statistics The Role of Interactive Visualizations in Improving Statistical Knowledge
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Glena Iten Basel, Switzerland
BestMasters ISBN 978-3-658-08334-2 ISBN 978-3-658-08335-9 (eBook) DOI 10.1007/978-3-658-08335-9 Library of Congress Control Number: 2014957152 Springer © Springer Fachmedien Wiesbaden 2015 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, speci¿cally the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on micro¿lms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a speci¿c statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made.
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Preface
“Give the pupils something to do, not something to learn; and the doing is of such a nature as to demand thinking; learning naturally results.” John Dewey
During the time of this project I understood one important thing: Learning by actually doing something yourself can enhance deeper thought processes. I think this is especially effective if you experience a conflict, as you never would have guessed what you just have learned. Personally, I think this is a very good approach to discover your own knowledge. I would like to acknowledge a number of very important people that contributed to and enabled the completion of this master thesis. Firstly, I must acknowledge my primary supervisor, Silvia Heinz. I will never forget her support, patience and guidance throughout this project. Her ability to ask the right questions and connect me to the right people at the right time led me to the leading ideas of this thesis. I must also thank
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