Developing students' ability to interpret the vast amount of quantitative data they encounter on ... more Developing students' ability to interpret the vast amount of quantitative data they encounter on a daily basis has become a major task for today's educators. However, very little attention has been given to students' strategies of analyzing multivariate data. This study investigated how students interpret and analyze multivariate data organized in tables and the nature of external visual displays that they tend to create and use for this purpose. Ten middle school students were asked to think aloud while solving five problems demanding an analysis of data organized in tables. The students were then interviewed. Results indicated that (1) students based their conclusions on only part of the data; (2) students did not use either efficient or sufficient visual representations; (3) students did not apply mathematical operations efficiently; and (4) students referred to or built a context to the problem. The results of the current research may assist educators to design efficient curricula while being aware of and taking into account (1) students' difficulties in employing previously learned mathematical devices to analyze data, (2) students' skills in choosing appropriate and efficient visual representations to present and interpret the data, and (3) strategies employed by students in analyzing multivariate data.
... Haim Eshach a * & Judah L. Schwartz b pages 733-764. ... For example, prior to receiving ... more ... Haim Eshach a * & Judah L. Schwartz b pages 733-764. ... For example, prior to receiving an interview question concerning a vacuum bell and a ringing clock, participants were shown an actual vacuum bell and were required to feel the air being pumped out of the bell. ...
The present paper thoroughly examines how one can effectively bridge in-school and out-of-school ... more The present paper thoroughly examines how one can effectively bridge in-school and out-of-school learning. The first part discusses the difficulty in defining out-of-school learning. It proposes to distinguish three types of learning: formal, informal, and non-formal. The second part raises the question of whether out-of-school learning should be dealt with in the in-school system, in view of the fact that we experience informal learning anyway as well as considering the disadvantages and difficulties teachers are confronted with when planning and carrying out scientific fieldtrips. The voices of the teachers, the students, and the non-formal institution staff are heard to provide insights into the problem. The third part discusses the cognitive and affective aspects of non-formal learning. The fourth part presents some models explaining scientific fieldtrip learning and based on those models, suggests a novel explanation. The fifth part offers some recommendations of how to bridge in and out-of-school learning. The paper closes with some practical ideas as to how one can bring the theory described in the paper into practice. It is hoped that this paper will provide educators with an insight so that they will be able to fully exploit the great potential that scientific field trips may offer.
Research in science education is becoming increasingly cognizant of the possibility that signific... more Research in science education is becoming increasingly cognizant of the possibility that significant science education can begin as early as kindergarten and should be given much more attention in elementary school than it receives at present. This is manifest in the growing of number of articles in the science education literature as well as in many national educational reforms worldwide.
Research in science education is becoming increasingly cognizant of the possibility that signific... more Research in science education is becoming increasingly cognizant of the possibility that significant science education can begin as early as kindergarten and should be given much more attention in elementary school than it receives at present. This is manifest in the growing of number of articles in the science education literature as well as in many national educational reforms worldwide.
Developing students' ability to interpret the vast amount of quantitative data they encounter on ... more Developing students' ability to interpret the vast amount of quantitative data they encounter on a daily basis has become a major task for today's educators. However, very little attention has been given to students' strategies of analyzing multivariate data. This study investigated how students interpret and analyze multivariate data organized in tables and the nature of external visual displays that they tend to create and use for this purpose. Ten middle school students were asked to think aloud while solving five problems demanding an analysis of data organized in tables. The students were then interviewed. Results indicated that (1) students based their conclusions on only part of the data; (2) students did not use either efficient or sufficient visual representations; (3) students did not apply mathematical operations efficiently; and (4) students referred to or built a context to the problem. The results of the current research may assist educators to design efficient curricula while being aware of and taking into account (1) students' difficulties in employing previously learned mathematical devices to analyze data, (2) students' skills in choosing appropriate and efficient visual representations to present and interpret the data, and (3) strategies employed by students in analyzing multivariate data.
... Haim Eshach a * & Judah L. Schwartz b pages 733-764. ... For example, prior to receiving ... more ... Haim Eshach a * & Judah L. Schwartz b pages 733-764. ... For example, prior to receiving an interview question concerning a vacuum bell and a ringing clock, participants were shown an actual vacuum bell and were required to feel the air being pumped out of the bell. ...
The present paper thoroughly examines how one can effectively bridge in-school and out-of-school ... more The present paper thoroughly examines how one can effectively bridge in-school and out-of-school learning. The first part discusses the difficulty in defining out-of-school learning. It proposes to distinguish three types of learning: formal, informal, and non-formal. The second part raises the question of whether out-of-school learning should be dealt with in the in-school system, in view of the fact that we experience informal learning anyway as well as considering the disadvantages and difficulties teachers are confronted with when planning and carrying out scientific fieldtrips. The voices of the teachers, the students, and the non-formal institution staff are heard to provide insights into the problem. The third part discusses the cognitive and affective aspects of non-formal learning. The fourth part presents some models explaining scientific fieldtrip learning and based on those models, suggests a novel explanation. The fifth part offers some recommendations of how to bridge in and out-of-school learning. The paper closes with some practical ideas as to how one can bring the theory described in the paper into practice. It is hoped that this paper will provide educators with an insight so that they will be able to fully exploit the great potential that scientific field trips may offer.
Research in science education is becoming increasingly cognizant of the possibility that signific... more Research in science education is becoming increasingly cognizant of the possibility that significant science education can begin as early as kindergarten and should be given much more attention in elementary school than it receives at present. This is manifest in the growing of number of articles in the science education literature as well as in many national educational reforms worldwide.
Research in science education is becoming increasingly cognizant of the possibility that signific... more Research in science education is becoming increasingly cognizant of the possibility that significant science education can begin as early as kindergarten and should be given much more attention in elementary school than it receives at present. This is manifest in the growing of number of articles in the science education literature as well as in many national educational reforms worldwide.
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