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Table 2 Percentage score of eight items from S_2 ( N  = 190), S_3 ( N  = 27) and S_4 ( N  = 27)

From: Meaningful statistics in professional practices as a bridge between mathematics and science: an evaluation of a design research project

Item Aspect meaningfulness Questionnaire -- - 0 + ++
With a professional practice as a basis for the curriculum I see the usefulness of the curriculum. Usefulness S_2 2 5 30 53 11
S_3 0 0 26 67 7
S_4 0 15 11 63 11
If the techniques of the curriculum can be used by professionals, it motivates me to learn these techniques. Motivation S_2 2 8 24 51 15
S_3 4 4 37 48 7
S_4 4 7 33 52 4
I think I might be able to use the technique to determine a regression line in more school subjects. Apply S_2 4 4 19 56 16
S_3 7 7 15 52 19
S_4 4 7 4 70 15
I think that the technique of correlation and regression is needed within each of the natural sciences. Apply S_2 2 7 46 37 8
S_3 0 15 15 59 11
S_4 4 11 19 56 11
I find it interesting when I learn something about another subject, such as biology or physics, when I follow a statistics unit. Connection S_2 14 24 29 27 6
S_3 4 22 26 37 11
S_4 7 11 37 37 7
I have gained more insight into how statistics can be used by a sports physiologist/official of the Ministry of Water management Connection S_3 0 11 11 67 11
S_4 0 4 15 74 7
I think determining a threshold point in the practice of a physiologist is done the same way as in the lessons. Authenticity S_3 0 37 33 26 4
I think that the determination of the date on which action should be taken to raise a dike is in reality the same as in the lessons. Authenticity S_4 15 19 37 26 4
  1. In this table, the abbreviations ‘--’, ‘-’, ‘0’, ‘+’ and ‘++’ refer to ‘strongly disagree’ to ‘strongly agree’, respectively.
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