POJMOVNO POZICIONIRANJE STATISTIČKE PISMENOSTI KAO ZASEBNE GENERIČKE KOMPETENCIJE KROZ OBRAZOVNU OPERACIONALIZACIJU I OPĆU PRIMJENU
CONCEPTUAL POSITIONING OF STATISTICAL LITERACY AS A DISTINCT GENERIC COMPETENCE THROUGH EDUCATIONAL OPERATIONALIZATION AND GENERAL APPLICATION

Summary/Abstract: Never before have information, and consequently misinformation, as well as access to and exposure to media, been more prevalent. A critical review and evaluation of new statistical information form the starting point for distinguishing between the aforementioned: information versus misinformation. The ability to discern these differences lies in statistical literacy, which is not synonymous with statistics but is greatly supported by learning statistics as a foundation for its development. Statistics is a scientific discipline focused on the collection, analysis, processing, and interpretation of data concerning large-scale phenomena. Some countries have initiated discussions about the learning outcomes of statistics, emphasizing statistical literacy and statistical knowledge within their National Curriculum. However, challenges arise, particularly due to inconsistencies in defining statistical literacy, reasoning, and thinking. This paper aims to take the first steps toward a systematic review of the development of definitions for statistical literacy, reasoning, and thinking, with the goal of positioning statistical literacy as a distinct generic competence.

• Details
• Contents