The Relational Work of Sense-Making With Geoscience Data and Data Visualizations (Poster 3)

• In Event: Advanced Technologies for Learning SIG Poster Session: Data Science and Artificial Intelligence in Education

Abstract

Geologic phenomena are productive sites of learning within contexts of students’ emergent data literacy. Using methods of interaction analysis (Jordan & Henderson, 1995), we analyze one 11th grade dyad’s interaction in an Earth Science class and describe ways they establish perspectival understanding (Greeno & van de Sande, 2007). Specifically, we describe students’ work with (and augmentation of) Seismic Explorer, a tool for visualizing information about earthquakes and volcanic eruptions. In order to reach a shared understanding of geologic phenomena, they seek coherence by drawing together many resources, including their own naive “theories,” expansions of the data visualization toolset, and a process of relating to and testing each others’ ideas with previous experiences and external sources.

Authors

• Brandin Conrath, Pennsylvania State University

• Amy Voss Farris, Pennsylvania State University

• Scott McDonald, Pennsylvania State University

• Amy R. Pallant, Concord Consortium