The Relational Work of Sensemaking With Geoscience Data and Data Visualizations

• In Event: AERA Poster Session 10
  In Poster Session: SIG Poster Session on Data Science and A.I. in Education (San Diego)

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, The Pennsylvania State University

• Amy Voss Farris, The Pennsylvania State University

• Scott McDonald, The Pennsylvania State University

• Amy R. Pallant, Concord Consortium