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ERIC Number: EJ1363644
Record Type: Journal
Publication Date: 2022
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0047-231X
EISSN: EISSN-1943-4898
Available Date: N/A
A Design Heuristic for Analyzing and Interpreting Data
Swenson, Sandra; He, Yi; Boyd, Heather; Good, Kate Schowe
Journal of College Science Teaching, v52 n1 p50-62 Sep-Oct 2022
Students reasoning with data in an authentic science environment had the opportunity to learn about the process of science and the world around them while developing skills to analyze and interpret self-collected and secondhand data. Our results show that nearly 50% of the treatment group responses were accurate when describing the reason for measuring water parameters, compared with 26% in the traditional lab group. When pre- and post-survey scores were compared, students in the treatment group outperformed students in the traditional group on four items: making claims about water pollution based on data; understanding water pollution in the Hudson River; understanding the relationship between temperature, pH, and salinity values; and feeling prepared to justify their reasoning on water pollution. Our evidence points to greater engagement by the treatment group and stronger descriptions about their claims, evidence, and reasoning around measuring water parameters and potential water pollution problems.
National Science Teaching Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: https://www.nsta.org/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Identifiers - Location: New York (New York)
Grant or Contract Numbers: 1245314
Author Affiliations: N/A