Visualizing the teaching of data visualizations in social studies: A study of teachers’ data literacy practices, beliefs, and knowledge
Visualizing the teaching of data visualizations in social studies: A study of teachers’ data literacy practices, beliefs, and knowledge
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社会研究中数据可视化教学的可视化：对教师数据素养实践、信念和知识的研究
DOI：
10.1080/00933104.2020.1850382
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发表时间：
2020
影响因子：
2.6
通讯作者：
B. M. Dykes
中科院分区：
文献类型：
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作者：
Tamara L. Shreiner;B. M. Dykes
摘要 数据素养——理解、分析和解释数据以及数据可视化的能力——与 K-12 社会研究教育的目标密不可分。在一个使用地图、图表和图形等数据可视化来传达有关问题、政策和趋势的信息，或说服人们投票支持候选人或议程的社会中，知情的公民也必须是具有数据素养的公民。不幸的是，人们对教师如何看待数据素养在社会研究教育中的作用以及他们为教授数据素养做好了多少准备知之甚少。这项研究涉及一项在线自我管理横断面调查问卷，样本总数为 262 名美国中小学社会研究教师。使用混合方法分析，我们解决了有关社会研究中与数据素养相关的教师实践、信仰和知识的问题。从这项研究中获得的见解为社会研究教师准备和专业发展工作奠定了基础。
ABSTRACT Data literacy—the ability to comprehend, analyze, and interpret data and data visualizations—is inextricably linked to the goals of K–12 social studies education. In a society where data visualizations such as maps, charts, and graphs are used to communicate information about problems, policies, and trends, or persuade people to vote for a candidate or agenda, an informed citizen must also be a data-literate citizen. Unfortunately, little is known about how teachers view data literacy’s role in social studies education or how well prepared they are to teach it. This study involved an online self-administered cross-sectional questionnaire of a sample totaling 262 practicing U.S. elementary and secondary teachers of social studies. Using mixed methods analyses, we address questions about teachers’ practices, beliefs, and knowledge related to data literacy in social studies. The insight gained from this research establishes a foundation for work in social studies teacher preparation and professional development.
DOI：
10.1187/cbe.19-05-0089
发表时间：
2019-12
期刊：
CBE life sciences education
影响因子：
--
作者：
Jeong S;Blaney JM;Feldon DF
通讯作者：
Feldon DF