Fostering Data Literacy Through Community-Driven STEM Projects: A Lesson Study Investigation

• In Event: AERA Roundtable Session Saturday 3:45 pm - Gold 2
  In Roundtable Session: Expanding the Boundaries of Lesson Study: Innovation, Equity, and Community in STEM Education

Abstract

In a data-driven world, data literacy (DL) is essential but underdeveloped in K–12 education due to limited interdisciplinary teacher preparation. This study investigates how community-based STEM projects, supported by an enhanced Lesson Study (LS) model, can foster DL in elementary students. Five Grade 3–5 teachers collaborated with a STEM coach, community experts, and researchers on a project designing flotation devices to address local flooding. Data included assessments, surveys, videos, and interviews. While quantitative results showed no significant gains, qualitative analysis revealed strong student engagement and improved understanding of DL processes. Classroom discourse highlighted opportunities for students to pose questions, analyze data, and interpret findings. The study offers a promising framework for integrating DL into STEM education.

Authors

• Rongjin Huang, Middle Tennessee State University

• Dovie Kimmins, Middle Tennessee State University

• Jeremy Winters, Middle Tennessee State University

• Fonya Scott, Middle Tennessee State University

• Mark Ikhifa, Middle Tennessee State University