Collaborative Research: Building students' data literacy through the co-design of curriculum by mathematics and art teachers

协作研究：通过数学和艺术教师共同设计课程来培养学生的数据素养

• 批准号: 1908030
• 负责人: Megan Silander
• 金额: $ 12.67万
• 依托单位: Education Development Center
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2019
• 资助国家: 美国
• 起止时间: 2019-07-01 至 2022-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1908030&HistoricalAwards=false
• 关键词: Collaborative; Research; Building; students; data

The aim of this project is to enact and study a process in which middle school teachers of mathematics and visual arts co-design and teach activities that combine math and art to teach data science. Many existing efforts to promote data literacy are grounded in mathematical concepts of central tendency and variation, and typically are narrowly focused in single subject domains. Taking an art-based perspective on data science has the potential to promote student relevance, accessibility, engagement, reasoning, and meaning-making with data science. Moreover, visualization technology has advanced to a degree that the relation between the information in data and visual aesthetic can be leveraged easily. To explore the opportunity this offers, research on this project will examine how to equip teachers to develop such interdisciplinary pedagogical approaches to cultivate their students' data literacy. This exploratory project will provide support for 12 teachers during summer workshops and during the school year as these teachers implement their co-designed units in their classrooms. The work addresses the following questions: (1) How do we support effective co-design of data literacy units among art teachers, mathematics teachers, and researchers? (2) How are teachers able to use the unit materials in their classrooms to engage students in data literacy? And (3) How does an art-based approach support students' data literacy? Answers to these questions will build an understanding of how to support interdisciplinary curriculum design collaborations among researchers and teachers. They will also show how art-integrated, maker-oriented activities can support middle school learners' data literacy development; and how to design technologies that are accessible and powerful to teachers and learners in these interdisciplinary environments. Through summer workshops and year-round design collaborations, the project will iteratively design, test and refine four units for middle school classrooms, including activities, tools, and assessments, to promote students' data literacy. Data will be collected from co-design sessions as well as classroom-enactments, and will include observations, video/audio recordings, student- and teacher-generated artifacts, and pre and post assessments of students' knowledge and self-efficacy. Mixed methods analyses of these data, and syntheses of findings across participants, classroom enactments, and project years, will explore effective ways to support co-design among art teachers, mathematics teachers, and researchers; and the impact of art-integrated activities on students' data literacy. This project will reach 12 teachers and their students across 6 New York city schools. By building capacity and knowledge about how to initiate and sustain teachers' interdisciplinary curriculum collaborations, the project will have broader impact. Refined project materials, including pedagogical approaches, toolkits and adaptable classroom activities, will be disseminated to facilitate classroom adoption by other educators who wish to undertake similar art-integrated data literacy curriculum design collaborations, and will thus ultimately broaden participation in data science among diverse youth within and beyond New York City.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

该项目的目的是制定和研究一个过程，在该过程中，中学的数学和视觉艺术教师共同设计并教授将数学和艺术结合到数据科学的活动。许多现有的促进数据素养的努力基于中心趋势和变化的数学概念，通常狭义地集中在单一主题领域。对数据科学的基于艺术的看法有可能促进学生与数据科学的相关性，可访问性，参与，推理和意义的创造。此外，可视化技术已经发展到一定程度上，可以轻松利用数据中的信息与视觉美学之间的关系。为了探索这一机会，对该项目的研究将研究如何使教师开发这种跨学科的教学方法来培养学生的数据素养。这个探索性项目将在夏季讲习班期间和学年为12名教师提供支持，因为这些教师在课堂上实施了共同设计的单位。这项工作解决了以下问题：（1）我们如何支持艺术教师，数学老师和研究人员中数据素养单元的有效共同设计？ （2）如何在教室中使用单元材料来吸引学生参与数据素养？ （3）基于艺术的方法如何支持学生的数据素养？这些问题的答案将使人们了解如何支持研究人员和教师之间的跨学科课程设计合作。他们还将展示以艺术成立的，以制造商为导向的活动可以支持中学学习者的数据素养发展；以及如何设计这些技术在这些跨学科环境中对教师和学习者都可以访问和强大的技术。通过夏季研讨会和全年设计合作，该项目将在中学教室（包括活动，工具和评估）上进行迭代设计，测试和完善四个单元，以促进学生的数据素养。数据将从共同设计的会议以及课堂上收集，其中包括观察，视频/音频录音，学生和教师生成的文物，以及对学生的知识和自我效能感的预评估。这些数据的混合方法分析，以及参与者，课堂成文法和项目年份的发现的合成，将探索有效的方法来支持艺术教师，数学教师和研究人员之间的共同设计；以及艺术融合活动对学生数据素养的影响。 该项目将在纽约市6所学校的12位教师及其学生接触。通过建立有关如何启动和维持教师跨学科课程合作的知识，该项目将产生更大的影响。精致的项目材料，包括教学方法，工具包和适应能力的课堂活动，以促进其他希望进行类似艺术的数据素养课程设计合作的教育工作者的课堂采用，因此最终将通过纽约市范围内的DERITION INDERITY DEDERS进行评估，并最终扩大了对数据科学的参与。智力优点和更广泛的影响审查标准。

项目成果

Postcards and photo walks: Telling community data stories through photography.

明信片和照片漫步：通过摄影讲述社区数据故事。

• 发表时间: 2022
• 期刊: Proceedings of the International Conference for the Learning Sciences
• 作者: Amato, A.

Dancing with data: Embodying the numerical and humanistic sides of data.

与数据共舞：体现数据的数字和人文方面。

• 发表时间: 2022
• 期刊: Proceedings of the International Conference for the Learning Sciences.
• 作者: DesPortes, K.

Tensions and synergies in arts‐integrated data literacy instruction: Reflections on four classroom implementations

艺术综合数据素养教学中的张力和协同作用：对四种课堂实施的反思

• DOI: 10.1111/bjet.13257
• 发表时间: 2022
• 期刊: British Journal of Educational Technology
• 影响因子: 6.6
• 作者: Matuk, Camillia;DesPortes, Kayla;Amato, Anna;Vacca, Ralph;Silander, Megan;Woods, Peter J.;Tes, Marian
• 通讯作者: Tes, Marian

What Do You Meme? Students Communicating their Experiences, Intuitions, and Biases Surrounding Data Through Memes

你做什么模因？

• DOI: 10.1145/3501712.3529739
• 发表时间: 2022
• 期刊: IDC '22: Interaction Design and Children
• 作者: Vacca, Ralph;DesPortes, Kayla;Tes, Marian;Silander, Megan;Amato, Anna;Matuk, Camillia;Woods, Peter J.
• 通讯作者: Woods, Peter J.

”I happen to be one of 47.8%”: Social-Emotional and Data Reasoning in Middle School Students’ Comics about Friendship

—I%20happen%20to%20be%20one%20of%2047.8% —:%20社交情感%20和%20数据%20推理%20in%20中%20学校%20学生—%20漫画%20about%20友谊

• DOI: 10.1145/3491102.3502086
• 发表时间: 2022
• 期刊: CHI '22: Proceedings of the 2022 CHI Conference on Human Factors in Computing Systems
• 作者: Vacca, Ralph;DesPortes, Kayla;Tes, Marian;Silander, Megan;Matuk, Camillia;Amato, Anna;Woods, Peter J.
• 通讯作者: Woods, Peter J.