Community Science Data Talks: Engaging students in exploring local well-water quality.
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| Title: | Community Science Data Talks: Engaging students in exploring local well-water quality. |
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| Authors: | Mack, Katherine (AUTHOR) katherine.mack@uconn.edu, Campbell, Todd (AUTHOR) todd.campbell@uconn.edu, Herrick, Imogen (AUTHOR) iherrick@ku.edu, Lawson, Michael (AUTHOR) mlawson1@ksu.edu, Burrell, Shondricka (AUTHOR) shondricka.burrell@morgan.edu |
| Source: | Science & Children. Jan/Feb2026, Vol. 63 Issue 1, p74-82. 9p. |
| Subject Terms: | *Elementary education, *Data analysis, *Student engagement, *Next Generation Science Standards (Education), Water quality, Scientific method |
| Abstract: | A Community Science Data Talk (CSDT) is a 15-minute discourse routine designed with the Next Generation Science Standards (NGSS) in mind. Through collaborative discussions and data analysis, CSDTs support students to connect classroom learning with local challenges. This article aims to inspire elementary teachers (K–5) to incorporate CSDTs into their classrooms by offering a flexible framework that can be adapted for use across the grade band and showcase how CSDTs foster students' epistemic agency while engaging them in science and engineering practices (e.g., analyzing and interpreting data, evaluating, and communicating information design solutions). Using a practical, adaptable framework tailored to community-specific needs, the article highlights a real-world example of CSDTs. Over the course of five CSDTs, students considered the issue of access to annual well water testing in their community. These 15-minute routines demonstrate how brief, structured data talks can spark curiosity and highlight the role of science in community transformation. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | A Community Science Data Talk (CSDT) is a 15-minute discourse routine designed with the Next Generation Science Standards (NGSS) in mind. Through collaborative discussions and data analysis, CSDTs support students to connect classroom learning with local challenges. This article aims to inspire elementary teachers (K–5) to incorporate CSDTs into their classrooms by offering a flexible framework that can be adapted for use across the grade band and showcase how CSDTs foster students' epistemic agency while engaging them in science and engineering practices (e.g., analyzing and interpreting data, evaluating, and communicating information design solutions). Using a practical, adaptable framework tailored to community-specific needs, the article highlights a real-world example of CSDTs. Over the course of five CSDTs, students considered the issue of access to annual well water testing in their community. These 15-minute routines demonstrate how brief, structured data talks can spark curiosity and highlight the role of science in community transformation. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00368148 |
| DOI: | 10.1080/00368148.2025.2585578 |
