Aspects of University Students' Graph Sense in a Virtual Learning Environment

Abstract To break with the traditional model of Basic Statistics classes in Higher Education, we sought on Statistical Literacy and Critical Education to develop an activity about graphic interpretation, which took place in a Virtual Learning Environment (VLE), as a complement to classroom meetings. Twenty-three engineering students from a public higher education institution in Rio de Janeiro took part in the research. Our objective was to analyze elements of graphic comprehension in an activity that consisted of identifying incorrect statistical graphs, conveyed by the media, followed by argumentation and interaction among students about these errors. The main results evidenced that elements of the Graphic Sense were present in the discussions and were the goal of the students' critical analysis. The VLE was responsible for facilitating communication, fostering student participation, and linguistic writing, so the use of digital technologies and activities favored by collaboration and interaction are important for statistical development, but such construction is a gradual process.

摘要 为打破高等教育阶段基础统计学课程的传统授课模式，本研究依托统计素养与批判性教育理念，开发了一项图形解读教学活动。该活动依托虚拟学习环境（Virtual Learning Environment, VLE）开展，作为线下课堂教学的补充环节。本研究招募了里约热内卢一所公立高等院校的23名工科学生参与，研究目标为分析一项教学活动中的图形理解能力要素：该活动要求学生识别媒体传播的错误统计图形，并围绕此类错误展开论证与同伴互动。主要研究结果表明，讨论环节涵盖了图形感知（Graphic Sense）要素，且此类要素正是学生开展批判性分析的核心指向。虚拟学习环境有效促进了沟通交流，提升了学生的参与度与书面表达能力。由此可见，依托协作与互动开展的数字技术应用与教学活动，对统计学素养的培育具有重要价值，但相关能力的构建是一个循序渐进的过程。