استفاده از شباهتها برای غلبه بر تصورات غلط احتمالی معلمان دانش آموزان

The existence of probability misconceptions at the college level and their resistance to change has been well-documented in previous research. Analogical reasoning has been successfully utilized by John Clement and associates in overcoming physics misconceptions by basing the knowledge reconstruction process on problems which draw out students' beliefs which are in agreement with accepted theory. Such problems are referred to as anchoring situations. A similar approach was attempted in this study in the area of probability. Anchoring situations conceptually analogous to misconception-prone/target probability situations were generated. The target situations were placed in Version A of the WDYTTCA (What Do You Think The Chances Are?) instrument and the analogous anchoring situations were placed in Version B. The instrument was given to 24 secondary mathematics student teachers. Version A revealed that probability misconceptions were common whereas Version B showed that anchors for overcoming these misconceptions could be generated. Follow-up interviews with 15 volunteers indicated that the anchoring situations could be effectively utilized in overcoming probability misconceptions when the participants were engaged in a process of analogical reasoning.