Incorporating Data Literacy Best Practices in an Earth Science Classroom.
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| Title: | Incorporating Data Literacy Best Practices in an Earth Science Classroom. |
|---|---|
| Authors: | Lovett, Myra (AUTHOR) mlovett@ulm.edu, Stanley, Shalanda (AUTHOR) |
| Source: | Science Teacher. Mar/Apr2026, Vol. 93 Issue 2, p41-47. 7p. |
| Subject Terms: | *Earth science education, *Project method in teaching, *Analytical skills, *Next Generation Science Standards (Education), *High school curriculum, *Lesson planning, Statistics |
| Abstract: | Data science has experienced exponential growth in the job market, resulting in an increased need for incorporating data science into the curriculum. Using project-based learning, we explored the implementation of data literacy within a high school Earth Science classroom. Following the Next Generation Science Standards (HS-ESS1) for the Earth's place in the universe, we developed a cycle of instruction incorporating data science best practices to increase data literacy skills in high school students. The phenomenon explored in this series of lessons is the length of daylight hours in different locations and in one location on different dates of the year and how this variance impacts animal and plant life. This proposed cycle of instruction aligns to the 5E Model for science lessons: Engage, Explore, Explain, Elaborate, Evaluate. The benefits of using project-based learning within the 5E Model include ample application of the content using higher-order thinking skills needed when increasing data literacy. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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