Students’ Successes and Challenges Applying Data Analysis and Measurement Skills in a Fifth-Grade Integrated STEM Unit

Q1 Social Sciences

Journal of Pre-College Engineering Education Research Pub Date : 2017-01-01 DOI:10.7771/2157-9288.1159

Aran W. Glancy, T. Moore, S. Guzey, K. Smith

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引用次数: 14

Abstract

An understanding of statistics and skills in data analysis are becoming more and more essential, yet research consistently shows that students struggle with these concepts at all levels. This case study documents some of the struggles four groups of fifth-grade students encounter as they collect, organize, and interpret data and then ultimately attempt to draw conclusions or make decisions based on these data. The activities in which the students engaged were part of an integrated science, technology, engineering, and mathematics (STEM) unit that had students collecting and analyzing data both in the context of learning science concepts and in the context of evaluating prototypes for an engineering design challenge. Students were observed to struggle in a variety of ways, specifically having difficulty (1) properly using certain measurement devices, (2) coordinating quantitative data with the phenomenon being measured, and (3) properly interpreting the significance of variation, uncertainty, and error in the data. Implications for teaching and curriculum design are addressed.

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学生在五年级综合STEM单元中应用数据分析和测量技能的成功和挑战

对统计的理解和数据分析的技能变得越来越重要，然而研究一致表明，学生在各个层次上都在努力理解这些概念。本案例研究记录了四组五年级学生在收集、组织和解释数据并最终试图根据这些数据得出结论或做出决定时遇到的一些困难。学生参与的活动是综合科学、技术、工程和数学(STEM)单元的一部分，该单元要求学生在学习科学概念的背景下收集和分析数据，并在评估工程设计挑战的原型的背景下进行分析。观察到学生们在各种各样的方式上挣扎，特别是有困难(1)正确使用某些测量设备，(2)将定量数据与被测量的现象协调起来，以及(3)正确解释数据中的变化、不确定性和误差的重要性。讨论了对教学和课程设计的影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Pre-College Engineering Education Research Social Sciences-Education

CiteScore

3.90

自引率

0.00%

发文量

审稿时长

32 weeks

期刊介绍： The Journal of Pre-College Engineering Education Research (J-PEER) is issued electronically twice a year and serves as a forum and community space for the publication of research and evaluation reports on areas of pre-college STEM education, particularly in engineering. J-PEER targets scholars and practitioners in the new and expanding field of pre-college engineering education. This journal invites authors to submit their original and unpublished work in the form of (1) research papers or (2) shorter practitioner reports in numerous areas of STEM education, with a special emphasis on cross-disciplinary approaches incorporating engineering. J-PEER publishes a wide range of topics, including but not limited to: research articles on elementary and secondary students’ learning; curricular and extracurricular approaches to teaching engineering in elementary and secondary school; professional development of teachers and other school professionals; comparative approaches to curriculum and professional development in engineering education; parents’ attitudes toward engineering; and the learning of engineering in informal settings.