Statistiniai gebėjimai kaip edukologijos mokslo problema: statistinių gebėjimų samprata ir turinys
The Conception and the Content of Statistical Skills

Summary/Abstract: The last decades have seen a rapid increase of new information flows, emergence of complementary scientific theories, cognition criteria, changes in priorities of the value system. It is obvious that more important is an ability to think, use (read and present) and select information rationally, autonomously and reasonably than just to accumulate it. Therefore a number of scholars (Ennis, 1985; Gal, 2002; Monterio, 2002; Shaughnessy, 1992; Schield, 2000; Rouncefield, 1993; Holmes, 2003; Konold, Pollatsek, Well, 1997; Pereira-Mendoza, 1991; Konold, Biehler, Steinbring, 2000; Garfield, 1994; Garfield, Hogg, Schau, Whittinghill, 2002) in reference to the above mentioned ideas distinguish statistical skills enabling to understand, analyse and assess statistical information. Scholars in many countries having summarised the experience of teaching statistics starting from pre-school education to university studies have foreseen the following trends for future research in this area: psychological and pedagogical aspects of teaching statistics. A special emphasis is placed on problems of teaching statistics in developing countries and in teacher training. Hlowever, there are no clear solutions of this problem of the conception of statistical skills. Based on the works of scholars (Ennis, 1985; Gal, 2002; Monterio, 2002; Shaughnessy, 1992; Schield, 2000; Rouncefield, 1993; Holmes, 2003; Konold, Pollatsek, Well, 1997; Pereira-Mendoza, 1991; Konold, Biehler, Steinbring, 2000; Garfield, 1994; Garfield, Hogg, Schau, Whittinghill, 2002, etc.) the concept of statistical skills was defined. The research proved that the content of statistical skills consists of the items in solving which pupils develop: a) technical skills (reading and presenting data); b) skills of mathematical operations (calculation of the mean, data classification, approximate numbers, grasping some elements of the probability theory, identification of percentage of a number); c) general cognitive skills (ability to word a problem, hypothesis raising, data compilation for its verification, data analysis and interpretation, conclusion making).

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