Statistical Literacy in Public Debate--Examples from the UK 2015 General Election

Autor/in	Arnold, Phoebe
Titel	Statistical Literacy in Public Debate--Examples from the UK 2015 General Election
Quelle	In: Statistics Education Research Journal, 16 (2017) 1, S.217-227 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-1824
Schlagwörter	Statistics; Literacy; Elections; Political Attitudes; Public Officials; Case Studies; Mass Media; Foreign Countries; Trust (Psychology); Living Standards; Free Schools; Health Services; Researchers; Money Management; Lunch Programs; Breakfast Programs; Elementary Schools; United Kingdom + Suchen Sie Ihr Suchwort? Statistik; Alphabetisierung; Schreib- und Lesefähigkeit; Election; Wahl; Political attitude; Politische Einstellung; Case study; Fallstudie; Case Study; Massenmedien; Ausland; Lebensstandard; Free school; Freie Schule; Health service; Gesundheitsdienst; Gesundheitswesen; Researcher; Forscher; Mittagessen; Schulfrühstück; Elementary school; Grundschule; Volksschule; Großbritannien
Abstract	Full Fact is an independent, non-partisan fact-checking charity. A particular focus is the analysis of factual claims in political debate in the UK; for example, fact-checking claims and counterclaims made during Prime Minister's questions. Facts do not appear in a vacuum as they are often used as key elements in an effort to make a coherent argument. This paper describes a number of case histories where facts are disputed, drawn from our election work, to give an overview of the contemporary state of statistical literacy among politicians and the media. Common pitfalls in politicians' claims are set out, along with descriptions of our attempts to close the communication gap between different communities. (As Provided).
Anmerkungen	International Association for Statistics Education and the International Statistical Institute. PO Box 24070, 2490 AB The Hague, The Netherlands. Tel: +31-70-3375737; Fax: +31-70-3860025; e-mail: isi@cbs.nl; Web site: http://www.stat.auckland.ac.nz/~iase/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01