Graphic and Visual Representations of Data: New Trend or Imperative to Math and Science Education? Teaching Critical Thinking for Science Literacy

Melin, Kristina
The reasons for using graphs in math and science are clear: to create an understanding of variable relationships, to enhance critical thinking, and to use data to understand issues in today’s world. The reality is that few curriculum resources exist in an easy to implement format for teaching the skill of making and interpreting graphs and other forms of visualization techniques in science contexts. With the integration of the three-dimensional learning approach in the Next Generation Science Standards (NGSS), graphing and using other visual representations of data is an integral part of making connections across the dimensions. This explored the question “How does increasing the use of visual representations of data, including graphs, infographics, and visual models, within classroom lessons affect students' scores on WYTOPP assessments in science?” Through qualitative and quantitative data analysis, there appeared to be a positive trend in student scores on the WYTOPP test (performing close to or at a proficient level) when students attended class regularly and learned the skills of modeling, graphing, and data analysis.
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University of Wyoming Libraries
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graphing,data analysis,visual data,critical thinking,Next Generation Science Standards
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