Students using graphs to understand the process of cancer treatment

Irina Uk, Camillia Matuk, Marcia C. Linn

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

Scientists rely on graphs to make predictions, interpret data, and articulate arguments about the phenomena they investigate. Yet, students' initial formal experiences with graphs are limited, and often restricted to their mathematics classes. We describe how we integrated graphs into a middle school science inquiry unit on cell biology. We report on findings from a classroom implementation with 30 middle school students. We describe students' learning gains and characterize the kinds of graphs they generate in terms of the graphical and scientific understanding demonstrated. This study contributes an example of how curriculum can be designed to simultaneously support students' science and graph understanding. It also demonstrates how graphs can be used as expressive tools that both limit and enable students' explanations of complex scientific processes.

Original languageEnglish (US)
Title of host publication12th International Conference of the Learning Sciences, ICLS 2016
Subtitle of host publicationTransforming Learning, Empowering Learners, Proceedings
EditorsChee-Kit Looi, Joseph L. Polman, Peter Reimann, Ulrike Cress
PublisherInternational Society of the Learning Sciences (ISLS)
Pages721-728
Number of pages8
Volume2
ISBN (Electronic)9780990355083
StatePublished - 2016
Event12th International Conference of the Learning Sciences: Transforming Learning, Empowering Learners, ICLS 2016 - Singapore, Singapore
Duration: Jun 20 2016Jun 24 2016

Other

Other12th International Conference of the Learning Sciences: Transforming Learning, Empowering Learners, ICLS 2016
CountrySingapore
CitySingapore
Period6/20/166/24/16

Keywords

  • Cell biology
  • Design
  • Graphs
  • Middle school
  • Student learning
  • Technology

ASJC Scopus subject areas

  • Computer Science (miscellaneous)
  • Education

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