[그림 1] 활동수업의 개발 과정 [Fig. 1] The development process of this activity lesson
[그림 3] 활동수업의 주요 흐름 [Fig. 3] Main flow of this activity lesson
[그림 2] ‘닫힌 상자’의 예 [Fig. 2] An example of ‘Closed Box’
[그림 4] 뚫린 구멍을 통해 무작위로 선택된 공의 색을 관찰하는 학생 [Fig. 4] A student watching the colour of a ball chosen at random
[그림 5] 표본비율의 대표성에 대한 의심 [Fig. 5] Doubts about the representativeness of sample ratios
[그림 6] 표집 변이성의 인지 [Fig. 6] Perception of the sampling variability
[그림 8] 표집 과정의 편의 가능성 인지 [Fig. 8] Perception of the possibility of sampling bias
[표 1] 모둠별 표본비율과 추측한 모비율 [Table 1] Sample ratios and guess values of the population ratios by groups
[표 2] 발표 및 활동지 서술의 질적 내용분석 결과 [Table 2] The result of QCA of students' presentations and activity appreciation
[그림 7] 표집 변이성에 따른 모비율 추측의 난점 인지 [Fig. 7] Perception of the Difficulty in estimating the population ratios due to the sampling variability
[표 3] 가상의 모비율 추측값 [Table 3] Guess values of the population ratios in a hypothetical situation
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