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Making statistics meaningful for psychologists: the merits of a competence-based approach

Ватеринк В.
кандидат психологических наук, доцент школы психологии, Открытый университет Нидерландов

ван Буурен Г.
PhD, Associate Professor at the Department of Psychology of the Open University of the Netherlands

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В статье рассматриваются вопросы, посвященные использованию методов математической статистики при подготовке студентов-психологов. Отмечается, что традиционный подход, согласно которому студентам даются различные «отрывочные», иногда не связанные между собой сведения о математической статистике (часто не специалистами не имеющими отношения к психологии) зачастую не приносит должных результатов: необходимые знания усваиваются недостаточно хорошо, а у самих студентов снижается мотивация освоения данных курсов, что сказывается на недостаточности общей профессиональной компетенции... Вашему вниманию представлен оригинал статьи на английском языке!

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... To stop this devastating process and to enhance students’ attitudes (in doing research and valuing it) and to motivate students to behave like a scientist-practitioner, we have decided to shift the helm in training research skills (including quantitative skills). Students will be trained in doing research from the very beginning of their study. With this ‘whole-task approach’ (Van Merriënboer, 1997) the training focuses on the complete complex cognitive skill of doing research (from simple to complex versions). This approach emphasizes the coordination and integration of the constituent skills from the very beginning, and stresses that students should quickly develop a holistic view of the whole task that is gradually embellished and detailed during instruction. The holistic view implies that students have to grasp the necessity to align the successive steps systematically. Students should be stimulated to develop awareness of the inextricable connectedness of the subsequent steps. So within the teaching design emphasis must be put on general methodological principles and theories, and students have to be stimulated to experience and learn the complete research process with all relations and connections between the theoretical, methodological, and statistical levels.

Constructivism holds that the acquisition of complex skills is context-dependent and occurs most effectively in relevant contexts (Lovett & Greenhouse, 2000). The learning environment must provide realistic situations where learning through meaningful practices takes place. By doing research in a great variety of situations, students are more likely assured of a better transfer of the academic subject (Van Merriënboer, 1997). Computer technology and timesaving computer programs make such an approach feasible. ...

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