Analyzing and Interpreting Data
Analyzing & Interpreting Data |
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BUILDING AWARENESS Framework Rationale
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Science
Scientific investigations produce data that must be analyzed in order to derive meaning. Because data usually do not speak for themselves, scientists use a range of tools—including tabulation, graphical interpretation, visualization, and statistical analysis—to identify the significant features and patterns in the data. Sources of error are identified and the degree of certainty calculated. Modern technology makes the collection of large data sets much easier, thus providing many secondary sources for analysis. Engineering
Engineers analyze data collected in the tests of their designs and investigations; this allows them to compare different solutions and determine how well each one meets specific design criteria—that is, which design best solves the problem within the given constraints. Like scientists, engineers require a range of tools to identify the major patterns and interpret the results. See A Framework for K-12 Science Education, 2011, p. 61 for entire text. |
BUILDING AWARENESS QUESTIONS
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1. From the background information, what new awareness do you have about analyzing
and interpreting data?
2. How does this practice support analyzing and interpreting data?
3. In a 3-Dimensional Classroom, who do you think needs to be analyzing and interpreting
data?
4. What questions did the background raise for you?
5. Upack this Practice by identifying the verbs and nouns in the description. Is your list similar to this?
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EXPOSING
BELIEFS
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Analyzing & Interpreting Data podcast |
EXPOSING BELIEF |
1. What are your current beliefs about the analyzing and interpreting data practice?
2. What beliefs do you have from prior knowledge, education or professional development
regarding this practice?
3. How well do you feel you meet the expectations of this practice as a teacher?
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CONFRONTING
BELIEFS |
Conceptual Change Activities:
Analyzing and Interpreting Data Activity #1: Pendulums
Analyzing and Interpreting Data Activity #2: Old Faithful Eruption Analyzing and Interpreting Data Activity #3: Most Average Person
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Developing Conceptual Understanding of Analyzing and Interpreting Data Activities Background
The purpose of the activities is to engage teachers in the practice of analyzing and interpreting data, so importance is placed on generating lots of data and having learners analyze and interpret the data. The emphasis is NOT on the activity itself, but rather conceptual change related to the practice. Consumers of this Toolkit are reminded not to get wrapped up in the activity, but rather continually reflect on the conceptual nature of the practice to gain deeper understanding.
Since the following activities are NOT lesson plans, in some cases only a brief explanation of the activity has been provided. The facilitator should encourage learners to direct their own investigations and intervene only as needed to redirect.
Analyzing and Interpreting Data Activity #1: Pendulums
Frequency (measured in cycles per second)
REINTERPRETING
BELIEFS
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Debrief the activity(ies) by focusing on the conceptual understanding of the practice using the following prompts: |
REINTERPRETING BELIEF QUESTIONS |
1. In what ways did this activity change your beliefs about analyzing and interpreting
data?
2. How difficult do you find it to analyze and interpret data?
3. Discuss the progression of skills needed to analyze and interpret data that you
need in order to successfully complete these activities with your students?
4. How can technologies such as graphing calculators, table apps and spreadsheets
support this practice?
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INTEGRATION
QUESTIONS
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1. How do you currently help students collect, interpret, and graph data in your classroom?
2. Review a recent lesson you taught and evaluate the effectiveness of engaging students
in analyzing and interpreting data.
3. What is the relationship between this practice and others?
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INVENTION QUESTIONS |
1. Challenge yourself to learn how to use different types of graphs bar graphs or
histograms, pie charts, line graphs, scatterplots, etc. appropriate for the level
you teach.
2. Use different technology (probeware) and/or programs to build tables and graphs.
4. Ask a colleague to observe one of your lessons OR video yourself teaching and reflect
specifically on defining problems and identifying constraints.
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Learning Progression for Analyzing and Interpreting Data
Elementary: Students need support to recognize the need to record observations.
Middle School: Students should learn standard techniques for displaying, analyzing, and interpreting data.
High School: Students should use greater diversity of samples and use computers or other digital tools to support analysis.
See p. 9 Appendix F Science and Engineering Practices in the NGSS for a more thorough grade band progression.
Additional Resources
DASL a great website for large data sets
http://serc.carleton.edu/usingdata/index.html -NSDL “Using Data in the Classroom”
Minitab: A powerful graph generating tool that allows you to run statistical analysis, create numerous types of graphs and export graphs for use in Capstone papers.
Asking Questions in Science & Defining Problems in Engineering
Planning & Carrying Out Investigations
Using Mathematics & Computational Thinking
Constructing Explanations & Designing Solutions
Obtaining, Evaluating & Communicating
The Toolkit was developed through the Montana Partnership with Regions for Excellence in STEM Grant. The contents of this version of the Toolkit have been modified from the original.