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 Bulent 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.
Highlights
Today, there is a need to work on probability theory, for we have to make a prediction in order to make decisions in uncertain situations and evaluate the huge amount of information at the same time
This study is not intended to include all activities relating to the probability theory
It was determined that there was no significant difference between the success levels of the groups, with the t-test conducted using the scores of experimental and control group students which they obtained from the experimental probability tests
Summary
There is a need to work on probability theory, for we have to make a prediction in order to make decisions in uncertain situations and evaluate the huge amount of information at the same time. The probability theory is an important and socially useful branch in mathematics education, it has been observed that it has many features and challenges basically arising from the disharmony between the intuitions and the reality. A definite thought that there would be a single, absolute and right answer as in mathematics and that appropriate teaching materials and resources cannot be used in the probability teaching are other difficulties in the probability teaching [12]. The recommendations on this issue emphasize the importance of all students to create an awareness of the structures of the probability and their applications [16]
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