Abstract
To participate fully in society, a person needs to critically evaluate statistical information. To be able to do this, it is appropriate to start developing the statistical literacy of young people in diverse levels in schools. In our article, we present a modified seminar on statistics for prospective humanities teachers. During the seminar, we planned a pedagogical experiment, the aim of which was to statistically verify the students’ own diagnostic competencies as prospective teachers of humanities. The statistical analysis confirmed that the implementation of real research into the course on statistics has a positive impact on the development of statistical literacy but does not change the attitude of students toward statistics and its use in the future teaching practice.
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