|Silio Rigatti Luchini (Italy)||email@example.com|
|Maria Pia Perelli D'Argenzio (Italy)||firstname.lastname@example.org|
|Gianfranco Moncecchi (Italy)||email@example.com|
This paper is about research involving 145 teachers and more than 2000 pupils from primary schools (6-10 years old) in five regions of Italy. Every grade was involved with different units. Statistics units given to teachers were based on the Data Oriented Approach (DOA) arranged in different classes according to two distinct didactic strategies: firstly, the usual didactic model oriented to objectives, and secondly, the model oriented to a connected understanding represented as a map of connected concepts. As far as the teachers were concerned, they were all provided with in-service training on statistics, pedagogy and the theory of learning.
Concept mapping gave us very interesting results especially from the
point of view of permanent acquiring of contents. The semi-structured
class interview was the tool used to point out a connected understanding
of Statistics' basic concepts and allowed us to compare ideas pupils had
before the statistics activity and ideas developed at the end of the didactic
work. An entrance cognitive map and an exit one were the tools used to
make this comparison.
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