An Introductory Module and Experiments To Improve the Graphing Skills of Non-Science Majors
Graphing allows for the succinct communication of scientific data and is therefore a critical learning objective in science curricula. Unfortunately, many students, particularly non-science majors, lack the necessary skills to prepare and interpret graphs. Many students are able to interpolate data...
Guardado en:
| Autores principales: | , |
|---|---|
| Formato: | article |
| Lenguaje: | EN |
| Publicado: |
American Society for Microbiology
2019
|
| Materias: | |
| Acceso en línea: | https://doaj.org/article/d456081e23dc4349a92714e8f38bb224 |
| Etiquetas: |
Agregar Etiqueta
Sin Etiquetas, Sea el primero en etiquetar este registro!
|
| Sumario: | Graphing allows for the succinct communication of scientific data and is therefore a critical learning objective in science curricula. Unfortunately, many students, particularly non-science majors, lack the necessary skills to prepare and interpret graphs. Many students are able to interpolate data and observe general trends but demonstrate only a cursory ability to contextualize their results. In this paper, we suggest an introductory module and graphing lessons to improve the quantitative skills of non-science majors. In each of these lessons, students go through four phases of data analysis: (a) collection; (b) graphing; (c) interpolation/trend detection (reading), and (d) determining the underlying mechanism resulting in the trends they observe (interpretation). By employing these activities, we are continuing to improve the scientific literacy of students. |
|---|