Universal Journal of Educational Research Vol. 3(11), pp. 775 - 786
DOI: 10.13189/ujer.2015.031101
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The Effect of Simulation-based Learning on Prospective Teachers' Inference Skills in Teaching Probability


Timur Koparan 1,*, Gül Kaleli Yilmaz 2
1 Department of Mathematics Education, Eregli Faculty of Education, Bulent Ecevit University, Turkey
2 Department of Mathematics Education, Bayburt Faculty of Education, Bayburt University, Turkey

ABSTRACT

The effect of simulation-based probability teaching on the prospective teachers' inference skills has been examined with this research. In line with this purpose, it has been aimed to examine the design, implementation and efficiency of a learning environment for experimental probability. Activities were built on modeling, simulation and the expansion of the basic inference logic suggested by Cobb [4]. The quasi-experimental research method was used in the study. The study was conducted with 55 prospective teachers who attended the statistics classes in Bülent Ecevit University, Faculty of Education. A test with 5 open-end questions was developed with regard to the experimental probability in order to assess the efficiency of the designed learning environment in the study, and it was applied as pre- and posttests. The obtained data were supported by semi-structures interviews and observations. The efficiency of the simulation-based learning was determined through the comparison of the answers given by prospective teachers using papers and pencils and the answers given by means of simulations. The findings showed that simulation-based probability teaching increased the prediction and related inference skills of the prospective teachers and generally influenced the success of the students in a positive way.

KEYWORDS
Statistics Education, Simulation Based Learning, Probability, Dynamic Statistics Software

Cite this paper
Timur Koparan , Gül Kaleli Yilmaz . "The Effect of Simulation-based Learning on Prospective Teachers' Inference Skills in Teaching Probability." Universal Journal of Educational Research 3.11 (2015) 775 - 786. doi: 10.13189/ujer.2015.031101.