Title: Think-aloud interviews: A tool for exploring student statistical reasoning Show Chinese title

Title: 思考 aloud 访谈：探索学生统计推理的一种工具

Abstract: As undergraduate statistics education rapidly changes to incorporate new topics and skills, statistics educators need tools to evaluate student learning and understand how students think. Think-aloud interviews, in which students answer questions while narrating their thinking aloud, are a valuable education research tool for detecting misconceptions and developing robust assessments. While think-aloud interviews have been widely used for education research in other fields, in statistics education they have been primarily used to vet concept inventory questions for confusing wording or poor design. Here, we argue for their much more comprehensive use to explore student reasoning and iteratively draft questions. To motivate the use of think-aloud interviews, we describe two case studies on correlation, causation, and sampling distributions. In these, think-alouds revealed unexpected student reasoning and suggested new ways to assess difficult statistical topics. These case studies illustrate the usefulness of think-aloud interviews for studying student thinking, and we argue for their wider use in statistics education research. Show Chinese abstract

Abstract: 随着本科统计学教育迅速变化以纳入新的主题和技能，统计学教育者需要工具来评估学生的学习情况并理解学生如何思考。 在“思考出声”访谈中，学生在回答问题的同时大声叙述自己的思考过程，这是一种非常有价值的教育研究工具，可用于检测误解并开发稳健的评估方法。 虽然“思考出声”访谈已在其他领域广泛用于教育研究，但在统计学教育中，它们主要被用来审查概念清单问题中的混淆措辞或不良设计。 在这里，我们主张更全面地使用这种方法，以探索学生的推理过程，并逐步起草问题。 为了激励使用“思考出声”访谈，我们描述了两个关于相关性、因果关系和抽样分布的案例研究。 在这两个案例研究中，“思考出声”揭示了学生意想不到的推理方式，并提出了评估困难统计主题的新方法。 这些案例研究展示了“思考出声”访谈在研究学生思维方面的有用性，我们主张在统计学教育研究中更广泛地应用这种方法。