I'm back! Asking more questions after a significant hiatus ^_^...
I was assigned to teach research in senior high school... And the dilemma begins
1. How to assist students in making a viable research for both qualitative and quantitative research?
2. How to assist students in their conceptualization process?
3. How to ensure the right statistics? (since some validator change the entire concept of the study affecting the possible variables and statistics to be used)
Your wisdom will be of great help! Cheers
You might be interested in the following introductory publication. Please search PubMed for the 1976 "Statistics for Disinterested Scientists" publication in Life Sciences (the journal) by Zivin and Bartko. PubMed does not provide free full text access or even the abstract. It is "only" twelve pages and you would need to get a way to get access to the entire publication. (The first author is in ResearchGate; however, it looks from another publication that he passed away in 2018.)
Jayvee Amar - I recommend for you reading this book. It will answer your questions
SUA Research Journal: Practical Research Methods in High School
by Brandi Sharlow (Author, Editor), Morgan Amonett (Author), Jordan Elliott (Author), Mariah Paulette (Author), Pinya Pipatjarasgit (Author), Morgan Smith (Author), Humiko Stormer (Author)
I also recommend this book
Statistics and Probability in High School. Authors: Batanero, Carmen, Borovcnik, Manfred.
Table of contents
https://www.springer.com/gp/book/9789463006248
Several of my children have had a very favorable experience in high school with statistics. Here at Madison High School in Rexburg, Idaho they take a block of courses collectively called Environmental Solutions. In this set of courses they do field work studying a stream, and analyze their data (insect numbers & types, water chemistry and temperature . . ). They make a final presentation of their data. All told, it is some biology credit, some math credit, and some English credit.
In this context the statistics they do has meaning to them. They both count it as one of the highlights of their high school experience.
I suppose that similar things could be said about another context-rich experience, like high altitude balloons.
When the math is saying something well which we already kind of know, it tends to catch meaning quickly.
I appreciate the Query of School Stats Teaching - https://www.researchgate.net/post/Whether_Statistics_Teaching_Should_be_Necessary_in_Academics_Research_Industry_Real_life_Experiance
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