A Cross-Curricular Approach to the Development of Data Literacy in the Middle-Grades: The Thinking with Data Project

Autor/inn/en	van 't Hooft, Mark; Vahey, Philip; Swan, Karen; Kratcoski, Annette; Cook, Dale; Rafanan, Ken; Stanford, Tina; Yarnell, Louise
Titel	A Cross-Curricular Approach to the Development of Data Literacy in the Middle-Grades: The Thinking with Data Project
Quelle	In: Middle Grades Research Journal, 7 (2012) 3, S.19-33 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1937-0814
Schlagwörter	Elementary Secondary Education; Grade 7; Data Analysis; Information Literacy; Interdisciplinary Approach; Middle Schools; Questioning Techniques; Information Utilization; Data Interpretation; Inferences; Problem Solving; Information Dissemination; Evidence; Curriculum Development; Social Studies; Mathematics; Sciences; English Instruction; Language Arts + Suchen Sie Ihr Suchwort? School year 07; 7. Schuljahr; Schuljahr 07; Auswertung; Informationskompetenz; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Middle school; Mittelschule; Mittelstufenschule; Befragungstechnik; Fragetechnik; Informationsnutzung; Data evaluation; Datenauswertung; Inference; Inferenz; Problemlösen; Informationsverbreitung; Evidenz; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Gemeinschaftskunde; Mathematik; Science; Wissenschaft; English langauage lessons; Englischunterricht; Sprachkultur
Abstract	Data literacy is recognized as a critically important skill in today's society, but thinking with and about data is often ignored in K-12 curricula. The Thinking With Data (TWD) project advocates that data literacy is a skill that should be addressed in an interdisciplinary manner. This article provides an overview of the TWD curriculum for middle school, which uses an extended Preparation for Future Learning (PFL) framework to teach data literacy across subjects. Research conducted during field implementation of the curriculum in two middle schools investigated whether the approach worked, and if so, why. Results show evidence of student gains in data literacy skills as well as in mathematics and science. Our best evidence of learning of data literacy skills was found during the social studies and mathematics modules. While we have preliminary evidence of learning in science and language arts, potential gains in these modules need to be more closely examined. (Contains 5 tables and 4 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10