ArticleJournal of microbiology & biology education2021
Paired Multiple-Choice Questions Reveal Students' Incomplete Statistical Thinking about Variation during Data Analysis.
Article in Journal of microbiology & biology education, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
1 citing paper in PubMed.
- Improving Students' Understanding of Biological Variation in Experimental Design and Analysis through a Short Model-Based Curricular Intervention.CBE life sciences education · 2022Article
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5 authors.
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Abstract
Biologists consider variability during biological investigations. A robust quantitative understanding of variability is particularly important during data analysis, where statistics are used to quantify variation and draw conclusions about phenomena while accounting for variation. Many students struggle to correctly apply a quantitative understanding of variation to statistically analyze data. We present quantitative and qualitative analyses of introductory biology students' responses on two pairs of multiple-choice questions querying two concepts related to the quantitative analysis of variation. More students correctly identify a mathematical expression of variation than correctly interpret it. Many students correctly interpret a nonsignificant
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