Seventh Graders' Statistical Literacy: An Investigation on Bar and Line Graphs

Autor/inn/en	Çatman Aksoy, Emine; Isiksal Bostan, Mine
Titel	Seventh Graders' Statistical Literacy: An Investigation on Bar and Line Graphs
Quelle	In: International Journal of Science and Mathematics Education, 19 (2021) 2, S.397-418 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Çatman Aksoy, Emine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-020-10052-2
Schlagwörter	Foreign Countries; Grade 7; Middle School Students; Graphs; Statistics; Comprehension; Concept Formation; Statistical Data; Turkey + Suchen Sie Ihr Suchwort? Ausland; School year 07; 7. Schuljahr; Schuljahr 07; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Grafische Darstellung; Statistik; Verstehen; Verständnis; Concept learning; Begriffsbildung; Türkei
Abstract	The aim of the current study was to investigate the statistical literacy of seventh grade students regarding the concepts of average and variation on bar and line graphs presented in alternative real-life contexts. To this end, the statistical literacy levels of the seventh grade students were initially determined. Subsequently, definitions, interpretations and evaluations generated by the students at varying levels of statistical literacy were examined in further depth. More specifically, a qualitative survey study was conducted with 164 seventh graders from two public middle schools in Ankara, Turkey. The data, collected by means of a-five-item instrument, were analyzed by utilizing the modified version of the six-hierarchical-level framework developed by Watson and Callingham ("Statistics Education Research Journal," 2(2), 3-46, 2003). The findings revealed that most of the students' statistical literacy levels were identified as either Level 3 or Level 4 in the framework with respect to the concept of average, and either Level 1 or Level 2 with respect to the concept of variation. Hence, it can be inferred that while many of the students could interpret average in the given contexts, they had difficulty in interpreting variation. Although definitions and evaluations related to both concepts were found difficult by seventh graders, the graphs, particularly bar graphs, which students were provided with, were observed to be helpful for students in their evaluation of variation. Additionally, students benefitted from some of the contexts they were provided while evaluating variation. Finally, the analysis revealed some discrepancies among students' definitions and their interpretations or evaluations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01