教师对健康与行为科学统计学导论概念教学态度量表的编制与初步验证
Development and Initial Validation of a Scale to Measure Instructors' Attitudes toward Concept-Based Teaching of Introductory Statistics in the Health and Behavioral Sciences
摘要：
尽管经过十多年的改革努力，学生仍然难以理解和应用统计概念。改革的主要重点是内容、教学法、技术和评估，很少注意教员的特点。然而，有强有力的理论和经验证据表明，教师的态度影响教学质量和学习。本研究的目的是开发和初步验证一个规模，以衡量教师的态度，以改革为导向（或概念为基础）的教学介绍统计在健康和行为科学，在高等教育水平。该量表被称为FATS（Faculty Attitudes Toward Statistics）。数据来自227名教师（美国和国际），并使用因素分析，多维标度和层次聚类分析进行分析。总体量表包括5个分量表，共25个项目，总体α值为0.89。建构效度成立。具体而言，整体规模，和分量表（除感知困难）合理区分低改革和高改革实践教师。观察到的态度方面的统计学显着差异，但没有性别，就业状况，在专业组织的成员身份，种族，最高学历，学位浓度。这个规模可以被认为是一个可靠和有效的措施，教师的态度，以改革为导向的（基于概念或建构主义）教学的介绍性统计在健康和行为科学在高等教育水平。这五个维度影响教师的态度。需要进一步的研究来确认这些结构和心理测量特性。
英文摘要：
Despite more than a decade of reform efforts, students continue to experience difficulty understanding and applying statistical concepts. The predominant focus of reform has been on content, pedagogy, technology and assessment, with little attention to instructor characteristics. However, there is strong theoretical and empirical evidence that instructors' attitudes impact the quality of teaching and learning. The objective of this study was to develop and initially validate a scale to measure instructors' attitudes toward reform-oriented (or concept-based) teaching of introductory statistics in the health and behavioral sciences, at the tertiary level. This scale will be referred to as FATS (Faculty Attitudes Toward Statistics). Data were obtained from 227 instructors (USA and international), and analyzed using factor analysis, multidimensional scaling and hierarchical cluster analysis. The overall scale consists of five sub-scales with a total of 25 items, and an overall alpha of 0.89. Construct validity was established. Specifically, the overall scale, and subscales (except perceived difficulty) plausibly differentiated between low-reform and high-reform practice instructors. Statistically significant differences in attitude were observed with respect to age, but not gender, employment status, membership status in professional organizations, ethnicity, highest academic qualification, and degree concentration. This scale can be considered a reliable and valid measure of instructors' attitudes toward reform-oriented (concept-based or constructivist) teaching of introductory statistics in the health and behavioral sciences at the tertiary level. These five dimensions influence instructors' attitudes. Additional studies are required to confirm these structural and psychometric properties.
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