Tensions and synergies in arts‐integrated data literacy instruction: Reflections on four classroom implementations
Tensions and synergies in arts‐integrated data literacy instruction: Reflections on four classroom implementations
复制标题
艺术综合数据素养教学中的张力和协同作用：对四种课堂实施的反思
DOI：
10.1111/bjet.13257
复制
发表时间：
2022
影响因子：
6.6
通讯作者：
Tes, Marian
中科院分区：
文献类型：
--
作者：
Matuk, Camillia;DesPortes, Kayla;Amato, Anna;Vacca, Ralph;Silander, Megan;Woods, Peter J.;Tes, Marian
数据艺术探究是一种结合艺术的数据素养学习方法，它反映了数据素养的多学科性质，而学校环境中并不经常教授数据素养。通过对传统数据查询过程的批判性反思，并通过支持对数据的创造性表达，数据艺术探究可以通过揭示语境在塑造数据意义中的作用，并鼓励对数据的个人和社会相关性的考虑，来支持学生的非正式推理。数据艺术探究还通过建立学习者的非STEM兴趣，创造了数据素养的另一种切入点。在技术的支持下，它可以为学生提供可访问的工具，以影响更广泛的受众的方式思考和交流数据。然而，数据艺术探究教学在课堂实施中面临许多障碍，特别是考虑到学校倾向于用学科竖井来组织学习，并不平等地优先考虑数学和艺术。为了探索课堂环境中数据艺术探究的潜力，我们与艺术和数学教师合作，共同设计和实施数据艺术探究单元。我们在四个不同的学校环境中实施了这些单元，这些环境在服务的学生人数、他们的课程优先事项和他们的技术基础设施方面存在差异。我们对参与者的访谈、书面反思和课堂数据进行反思，以确定数据素养、技术和艺术之间的协同效应和紧张关系。我们的发现突显了实施环境如何塑造数据艺术探究性学习的可能性和局限性。为了充分利用数据艺术探究的潜力，课程设计应该考虑并建立在课堂情境的机会和限制之上。实践者注意到关于这个主题的已知情况艺术综合教学在促进学生数据素养方面的潜力开发不足，包括他们对情境的作用和数据的现实世界含义以及数据的个人和社会相关性的欣赏。艺术综合教学很难在受学科限制的学校环境中实施。本文描述了四个数据艺术探究单元，它们采用艺术综合方法进行数据素养。例如，数据素养、技术、四所不同学校在课堂实施过程中对艺术和艺术的影响。反思学校情境在形成学科协同效应和紧张关系中的作用。实践和/或政策的实施为艺术整合提供了学习数据素养的机会。考虑到独特的资源和课堂情境的限制对于实现数据-艺术探究学习的承诺至关重要。需要发展学校对艺术整合数据素养教学的具体支持。
Data‐art inquiry is an arts‐integrated approach to data literacy learning that reflects the multidisciplinary nature of data literacy not often taught in school contexts. By layering critical reflection over conventional data inquiry processes, and by supporting creative expression about data, data‐art inquiry can support students' informal inference‐making by revealing the role of context in shaping the meaning of data, and encouraging consideration of the personal and social relevance of data. Data‐art inquiry additionally creates alternative entry points into data literacy by building on learners' non‐STEM interests. Supported by technology, it can provide accessible tools for students to reflect on and communicate about data in ways that can impact broader audiences. However, data‐art inquiry instruction faces many barriers to classroom implementation, particularly given the tendency for schools to structure learning with disciplinary silos, and to unequally prioritize mathematics and the arts. To explore the potential of data‐art inquiry in classroom contexts, we partnered with arts and mathematics teachers to co‐design and implement data‐art inquiry units. We implemented the units in four school contexts that differed in terms of the student population served, their curriculum priorities, and their technology infrastructure. We reflect on participant interviews, written reflections, and classroom data, to identify synergies and tensions between data literacy, technology, and the arts. Our findings highlight how contexts of implementation shape the possibilities and limitations for data‐art inquiry learning. To take full advantage of the potential for data‐art inquiry, curriculum design should account for and build on the opportunities and constraints of classroom contexts.Practitioner notesWhat is already known about this topicArts‐integrated instruction has underexplored potential for promoting students' data literacy, including their appreciation for the role of context and real‐world implications of data and for the personal and social relevance of data.Arts‐integrated instruction is difficult to implement in school contexts that are constrained by disciplinary silos.What this paper addsDescriptions of four data‐art inquiry units, which take an arts‐integrated approach to data literacy.Examples of the synergies and tensions observed between data literacy, technology, and the arts during classroom implementation in four different schools.Reflections on the role of school contexts in shaping disciplinary synergies and tensions.Implications for practice and/or policyArts‐integration offers opportunities for data literacy learning.Consideration of the unique resources and constraints of classroom contexts is critical for fulfilling the promises of data‐art inquiry learning.There is a need to develop school support specific to arts‐integrated data literacy instruction.