Big Data, Big Changes? The Technologies and Sources of Data Used in Science Classrooms

Autor/inn/en	Rosenberg, Joshua M.; Schultheis, Elizabeth H.; Kjelvik, Melissa K.; Reedy, Aaron; Sultana, Omiya
Titel	Big Data, Big Changes? The Technologies and Sources of Data Used in Science Classrooms
Quelle	In: British Journal of Educational Technology, 53 (2022) 5, S.1179-1201 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rosenberg, Joshua M.) ORCID (Schultheis, Elizabeth H.) ORCID (Kjelvik, Melissa K.) ORCID (Reedy, Aaron)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.13245
Schlagwörter	Data; Data Use; Science Instruction; Science Education; Technology Uses in Education; Science Teachers; Educational Practices; Teacher Attitudes; Calculators; Spreadsheets + Suchen Sie Ihr Suchwort? Daten; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Naturwissenschaftliche Bildung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Bildungspraxis; Lehrerverhalten; Calculator; Rechner; Rechenmaschine; Spread sheet; Spredsheets; Spreadsheet; Tabellenkalkulation
Abstract	With improving technology and monitoring efforts, the availability of scientific data is rapidly expanding. The tools that scientists and engineers use to analyse data are changing in response. At the same time, science education standards have shifted to emphasize the importance of students making sense of data in science classrooms. However, it is not yet known whether these exciting new datasets and tools are used science classrooms, and what it would take to facilitate their use. To identify opportunities, research is needed to capture the data practices currently performed in classrooms, and the roles of technology for student learning. Here, we report findings from a survey conducted in the United States of 330 science teachers on the data sources, practices and technologies common to their classroom. We found that teachers predominantly involve their students in analysing relatively small data sets that they collect. In support of this work, teachers tend to use the technologies that are available to them--namely, calculators and spreadsheets. In addition, we found that a subset of teachers used a wide variety of data sources of varying complexity. We discuss what these findings suggest for practice, research and policy, with an emphasis on supporting teachers based on their needs. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01