Thinking With Data

Smith, Amy; Molinaro, Marco; Lee, Alisa; Guzman-Alvarez, Alberto

doi:10.2505/4/tst14_081_08_58

Cited by 1 publication

(1 citation statement)

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“…Although most high school students can create a graph, many have difficulty reasoning through data and describing stories that data can tell (Garfield & Ben-Zvi, 2007). Recent research highlights the importance of giving students the opportunity to intuitively make sense of data by working with data to detect patterns or evaluating a scientific hypothesis before asking students to perform precise statistical calculations using the data (Smith et al, 2014). …”

Section: Introductionmentioning

confidence: 99%

Socratic Seminar with Data: A Strategy to Support Student Discourse and Understanding

Griswold

Shaw²,

Munn³

2017

The American Biology Teacher

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A Socratic seminar can be a powerful tool for increasing students’ ability to analyze and interpret data. Most commonly used for text-based discussion, we found that using Socratic seminar to engage students with data contributes to student understanding by allowing them to reason through and process complex information as a group. This approach also provides teachers with insights about student misconceptions and understanding of concepts by listening to the student-driven discussion. This article reports on Socratic seminar in the context of a high school type 2 diabetes curriculum that explores gene and environment interactions. A case study illustrates how Socratic seminar is applied in a classroom and how students engage with the process. General characteristics of Socratic seminar are discussed at the end of the article.

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Section: Introductionmentioning

confidence: 99%