<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1516-7313</journal-id>
<journal-title><![CDATA[Ciência & Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Ciência educ.]]></abbrev-journal-title>
<issn>1516-7313</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual Paulista (UNESP)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1516-73132012000100014</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Análise de atitudes de alunos universitários em relação à estatística por meio da teoria de resposta ao item]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Turik]]></surname>
<given-names><![CDATA[Claudia]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Viali]]></surname>
<given-names><![CDATA[Lori]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moraes]]></surname>
<given-names><![CDATA[João Feliz Duarte de]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A14">
<institution><![CDATA[,Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A14">
<institution><![CDATA[,Pontifícia Universidade Católica do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A14">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2012</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2012</year>
</pub-date>
<volume>18</volume>
<numero>01</numero>
<fpage>231</fpage>
<lpage>243</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1516-73132012000100014&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1516-73132012000100014&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1516-73132012000100014&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O presente estudo faz uma análise das respostas fornecidas por uma amostra de 360 graduandos à Escala de Atitudes em relação à Estatística (EAE). Para tanto, o ajuste do Modelo de Resposta Gradual da Teoria de Resposta ao Item foi efetuado no software PARSCALE. A escala apresentou parâmetros de discriminação dos itens (ai) indo de moderado a alto. Os parâmetros de dificuldade dos itens (bi) mostraram que a proposição de mais fácil concordância por parte dos alunos foi referente à tensão sentida, pelos mesmos, durante as aulas de estatística. As variáveis que mostraram influenciar no nível de atitudes foram: área de estudo, autopercepção de desempenho na disciplina e reconhecimento da aplicabilidade da estatística. Esses resultados sugerem que sejam adotadas estratégias para desenvolvimento de um ambiente de ensino-aprendizado estimulante, agradável, e que reforce as aplicações da estatística no contexto do curso de cada estudante.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[In this study we analyze the responses provided by a sample of 360 students at a private university in a Scale of Attitudes towards Statistics (EAE) test. The fit of the Graded Response Model of the Item Response Theory was made using the software PARSCALE. The scale showed the discrimination of items (ai) going from moderate to high level. The parameters of difficulty of the items (bi) showed that the proposition of easy agreement on the part of students was effected by the tension felt doing statistics classes. The variables that showed significance in the level of influence attitudes were: area of study, self-perception of performance in the discipline and the applicability of statistics. These results suggest that strategies have to be adopted to develop an environment for teaching and learning that is exciting and enjoyable, and to enhance the applications of statistics in the context of the subject for each student.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Estatística]]></kwd>
<kwd lng="pt"><![CDATA[Teoria de Resposta ao Item]]></kwd>
<kwd lng="en"><![CDATA[Statistics Education]]></kwd>
<kwd lng="en"><![CDATA[Item Response Theory]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[ <font face="Arial, Helvetica, sans-serif"> <h2>An&aacute;lise de atitudes de  alunos universit&aacute;rios em rela&ccedil;&atilde;o &agrave; estat&iacute;stica por meio da teoria de resposta  ao item.</h2> <h3>Analysis of attitudes of university students in relation to statistics  through the Theory of Response to item.</h3>     <p>&nbsp;</p> <h4>Claudia Turik, Lori  Viali, Jo&atilde;o Feliz Duarte de Moraes    <br> </h4> </font>      ]]></body><back>
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