Journal Article Detail Page

Journal of Research in Science Teaching
written by G. Michael Bowen and Wolff-Michael Roth
The interpretation of data and construction and interpretation of graphs are central practices in science, which, according to recent reform documents, science and mathematics teachers are expected to foster in their classrooms. However, are (preservice) science teachers prepared to teach inquiry with the purpose of transforming and analyzing data, and interpreting graphical representations? That is, are preservice science teachers prepared to teach data analysis and graph interpretation practices that scientists use by default in their everyday work? The present study was designed to answer these and related questions. We investigated the responses of preservice elementary and secondary science teachers to data and graph interpretation tasks. Our investigation shows that, despite considerable preparation, and for many, despite bachelor of science degrees, preservice teachers do not enact the ("authentic") practices that scientists rountinely do when asked to interpret data or graphs. Detailed analysis are provided of what data and graph interpretation practices actually were enacted. We conclude that traditional schooling emphasizes particular beliefs in the mathematical nature of the universe that make it difficult for many individuals to deal with data processing the random variation found in measurements of natural phenomena. The results suggest that preservice teachers need more experience in engaging in data and graph interpretation practices originating in activities that provide the degree of variation in and complexity of data present in realistic investigations.
Journal of Research in Science Teaching: Volume 42, Issue 10, Pages 1063-1088
Subjects ADS Supplements Resource Types
Education Foundations
- Sample Population
= Instructor: Pre-service
- Teacher Characteristics
= Content Knowledge
- Reference Material
= Research study
Intended Users Formats Ratings
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© 2005 John Wiley & Sons, Inc.
Additional information is available.
DOI:
10.1002/tea.20086
ISSN Number:
0022-4308
Keywords:
data analysis, data interpretation, graphical analysis, graphical interpretation
Record Creator:
Metadata instance created June 2, 2006 by Evan Richards
Record Updated:
May 28, 2011 by Lyle Barbato
Other Collections:

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Record Link
AIP Format
G. Bowen and W. Roth, J. Res. Sci. Teaching 42 (10), 1063 (2005), WWW Document, (http://dx.doi.org/10.1002/tea.20086).
AJP/PRST-PER
G. Bowen and W. Roth, Data and graph interpretation practices among preservice science teachers, J. Res. Sci. Teaching 42 (10), 1063 (2005), <http://dx.doi.org/10.1002/tea.20086>.
APA Format
Bowen, G., & Roth, W. (2005). Data and graph interpretation practices among preservice science teachers. J. Res. Sci. Teaching, 42(10), 1063-1088. Retrieved December 20, 2014, from http://dx.doi.org/10.1002/tea.20086
Chicago Format
Bowen, G. Michael, and Wolff-Michael Roth. "Data and graph interpretation practices among preservice science teachers." J. Res. Sci. Teaching. 42, no. 10, (2005): 1063-1088, http://dx.doi.org/10.1002/tea.20086 (accessed 20 December 2014).
MLA Format
Bowen, G. Michael, and Wolff-Michael Roth. "Data and graph interpretation practices among preservice science teachers." J. Res. Sci. Teaching 42.10 (2005): 1063-1088. 20 Dec. 2014 <http://dx.doi.org/10.1002/tea.20086>.
BibTeX Export Format
@article{ Author = "G. Michael Bowen and Wolff-Michael Roth", Title = {Data and graph interpretation practices among preservice science teachers}, Journal = {J. Res. Sci. Teaching}, Volume = {42}, Number = {10}, Pages = {1063-1088}, Year = {2005} }
Refer Export Format

%A G. Michael Bowen
%A Wolff-Michael Roth
%T Data and graph interpretation practices among preservice science teachers
%J J. Res. Sci. Teaching
%V 42
%N 10
%D 2005
%P 1063-1088
%U http://dx.doi.org/10.1002/tea.20086
%O application/pdf

EndNote Export Format

%0 Journal Article
%A Bowen, G. Michael
%A Roth, Wolff-Michael
%D 2005
%T Data and graph interpretation practices among preservice science teachers
%J J. Res. Sci. Teaching
%V 42
%N 10
%P 1063-1088
%@ 0022-4308
%U http://dx.doi.org/10.1002/tea.20086


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