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Crafting epistemic knowledge in statistics education via didactical engineering integrating the theory of didactical situations and the SECI model

Artigo2025

Dadan Dasari; Agus Hendriyanto; Sani Sahara; I. Putu Wisna Ariawan; Lukman Hakim Muhaimin; Samsul Pahmi

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Resumo

Abstract Crafting epistemic knowledge in statistics education via didactical engineering integrating the Theory of Didactical Situations and the SECI model, this study theorizes and examines how the orchestration of TDS situations with SECI conversions structures students’ progression from tacit insights to justified explicit understanding. The objectives of this study are: (1) to explore whether the application of didactical engineering (DE) can produce epistemic knowledge in the context of statistics education, (2) to evaluate the effectiveness of integrating the Theory of Didactical Situations (TDS) and Nonaka’s SECI (Socialization, Externalization, Combination, Internalization) model in fostering students’ understanding of statistical concepts, and (3) to analyze the variations in students’ knowledge levels using cluster analysis. The research applies a didactical engineering approach, involving the design, implementation, observation, and a posteriori analysis of learning tasks related to statistics. Cluster analysis was employed to assess variations in student knowledge levels, allowing for targeted instructional design adjustments. The findings reveal that the integration of TDS and the SECI Model within didactical engineering significantly enhances students’ understanding of statistical concepts. Students’ knowledge evolved from pre-structural to extended abstract levels, with cluster analysis identifying key variations among learners. This study underscores the effectiveness of combining TDS and SECI in fostering epistemic knowledge in statistics education. The research highlights the importance of strategies that bridge tacit and explicit knowledge, offering valuable insights for curriculum development and teaching practice improvement in mathematics education.

Dados da obra

Tipo
Artigo
Periódico
Discover Sustainability, v. 6, n. 1, p. 1-32
Editora
Springer
Ano
2025 (2025-09)
Idioma
en
Palavras-chave
Didactical engineering; Epistemic knowledge; Knowledge creation; Mathematics education; SECI model; Statistics education
Temas
Currículo, Educação Estatística, Práticas Pedagógicas
DOI
10.1007/s43621-025-01838-x
ISSN
2662-9984
Acesso
Acesso aberto
Fontes
DOAJ — Directory of Open Access Journals
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
DASARI, Dadan et al.. Crafting epistemic knowledge in statistics education via didactical engineering integrating the theory of didactical situations and the SECI model. Discover Sustainability, v. 6, n. 1, p. 1-32, 2025. DOI: https://doi.org/10.1007/s43621-025-01838-x.

APA

Dasari, D., Hendriyanto, A., Sahara, S., Ariawan, I. P. W., Muhaimin, L. H., & Pahmi, S. (2025). Crafting epistemic knowledge in statistics education via didactical engineering integrating the theory of didactical situations and the SECI model. Discover Sustainability, 6(1), 1-32. https://doi.org/10.1007/s43621-025-01838-x

BibTeX
@article{dasari2025,
  author = {Dasari, Dadan and Hendriyanto, Agus and Sahara, Sani and Ariawan, I. Putu Wisna and Muhaimin, Lukman Hakim and Pahmi, Samsul},
  title = {Crafting epistemic knowledge in statistics education via didactical engineering integrating the theory of didactical situations and the SECI model},
  year = {2025},
  journal = {Discover Sustainability},
  volume = {6},
  number = {1},
  pages = {1-32},
  publisher = {Springer},
  doi = {10.1007/s43621-025-01838-x},
  language = {en}
}
RIS
TY  - JOUR
AU  - Dasari, Dadan
AU  - Hendriyanto, Agus
AU  - Sahara, Sani
AU  - Ariawan, I. Putu Wisna
AU  - Muhaimin, Lukman Hakim
AU  - Pahmi, Samsul
TI  - Crafting epistemic knowledge in statistics education via didactical engineering integrating the theory of didactical situations and the SECI model
PY  - 2025
JO  - Discover Sustainability
VL  - 6
IS  - 1
SP  - 1
EP  - 32
DO  - 10.1007/s43621-025-01838-x
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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