Investigating the Epistemic Performance Goals That Support Elementary School Students' Data Literacy

• In Event: Perception, Motivation, and Self-Regulated Learning

Abstract

Effective data science education is important to implement given our data-saturated society; yet teachers need support in cultivating and recognizing the epistemic performance goals (which involve the beliefs and practices necessary to establish, critique, and use knowledge within a domain) to advance data literacy with elementary students. Here we examined the impact of a curriculum that combined experimentation (with simulations) and data analysis using the Apt-AIR framework, which specifies educational epistemic goals, to understand performances contributing to improved data literacy. Results illustrated that students articulated cognitive, caring about/enjoyment, metacognitive, and to a lesser extent, collaborative epistemic practices that supported data literacy. We discuss further trends in epistemic performance related to data literacy that emerged, and their implications for teaching practice.

Authors

• Amanda Cottone, University of Pennsylvania

• Susan A. Yoon, University of Pennsylvania

• Jooeun Shim, University of Pennsylvania

• Bob Coulter, Missouri Botanical Garden

• Stacey Carman, Missouri Botanical Garden