Assessing the Current Status of Students’ Data Interpretation Capabilities and Tasks for Teaching in Lower Secondary School Science:

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  • 中学校理科におけるデータ解釈能力の現状と課題
  • Enhancing Students’ Understanding through Essay Questions
  • ―論述式問題を導入して―

Abstract

<p>This study aimed to clarify the current status and issues surrounding the data interpretation capabilities of students, and to suggest tasks for teaching data interpretation skills based on those findings. The students in the study were found to have difficulties in distinguishing independent and dependent variables in graphs, understanding them, finding patterns and trends, and then providing reasoning in the selective problem. On the other hand, the students were found to be able to demonstrate more effective capabilities in distinguishing independent and dependent variables in tables and figures, understanding them, finding patterns and trends, and then providing reasoning, distinguishing independent and dependent variables in graphs, understanding them, finding patterns and trends, and then providing reasoning, and formulating data in figures and tables as mathematical expressions and then generalizing them, in the description-style problem. Suggested tasks to improve students’ data interpretation skills are as follows: to discuss reasoning based on the causes behind patterns and trends found during data interpretation, to teach metaunderstanding of the data interpretation concept of including anomalous data, to use graphs with two patterns or trends on the same graph and provide reasoning based on combination of these patterns, to teach what the term “in general” means in data interpretation, and to teach metaunderstanding of the data interpretation process of converting tabular data into graphs and then deriving relations, or, in other words, the concept of this process of data interpretation.</p>

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