Supporting Secondary Students’ Climate Change Learning Using Data Visualizations

• In Event: Supporting Teachers and Students Toward Scientific Literacies In Meaningful Contexts

Abstract

The purpose of this study was to develop and test an online intervention that uses number-line data visualizations to support climate-change learning and motivation. We used a design-based research methodology to guide the design of an online intervention over the course of 12 “think-aloud” interviews. We then conducted an experimental online study with 262 secondary students randomly assigned to either engage with the estimation game, the game supplemented with visualization feedback, or a control group. Findings revealed that the game conditions improved STEM interest and reduced confusion, boredom, and climate-change hopelessness. The study contributes to conversations around the role of data-literacy and data-visualizations in supporting motivation for science learning and showcases an intervention that can be easily shared online.

Authors

• Ian Thacker, University of Texas - San Antonio

• Hannah French, University of Texas - San Antonio

• Alana Lester, University of Texas - San Antonio

• Danette Y. Martinez, University of Texas - San Antonio

• Stephanie Villalon, University of Texas - San Antonio