Visualization-Methods
Students consider how existing visualizations may influence their question posing, data collecting planning, data collecting, and data analysis given the context of the investigation.
Teacher Reflection Prompts
- How do I structure an activity where students explore the types of questions that can be answered by the particular visualization?
- How do I engage students in considering what questions may be hidden by the visualization?
- How do I engage students in planning an investigative process after exploring a certain visualization?
Student Prompts
- How does what is being visualized influence the types of questions that can be asked?
- Given a current visualization, what additional questions can be answered or what is not answered?
- Should the same data collection method that produced this particular visualization be emulated or would using a different method produce a different visualization, more appropriate for the context?
Visualization-Technology
Students consider the technology used in visualization of data and/or choose appropriate technology for visualization given the context of the investigation.
Teacher Reflection Prompts
- What visualization technologies do I know of and how familiar am I with them? What resources do I need if I am not familiar with visualization technologies?
- How do I structure an activity where students identify the necessary criteria to determine a useful visualization tool?
- How do I engage students in considering the most appropriate visualization tool based on the context and user-friendliness?
Student Prompts
- Why did the data creator choose to use this piece of technology to visualize the data?
- What might a difference piece of technology offer in terms of visualization (ie. clarity, ease of access, interactions, more context appropriate)?
- What should be considered when choosing a technology for visualization based on the context of your problem (ie. good old fashioned pen and paper, Excel, CODAP, coding language)?
Visualization-Communications
Considering the context of the investigation, students communicate and evaluate the visualization AND the claims and data stories resulting from the visualization.
Teacher Reflection Prompts
- How do I scaffold an activity to engage students in interpreting the visualization?
- How do I engage students in considering the appropriateness of certain visualizations depending on the context of their investigation?
- How do I engage students in discussing what may be missing from a visualization and how that affects their interpretation?
Student Prompts
- What claims can be made using the visualization?
- How might data be visualized in a way that proves the claim?
- Why was this method of visualization chosen over another option?
- Why is this visualization the most effective for the context?
- What may be missing from this visualization that can better communicate the claims being made?
- Is the visualization clear, easily accessible, and/or interactive?
Visualization-Ethics
Students consider whether certain visualizations may pose ethical concerns given the context of the investigation.
Teacher Reflection Prompts
- How do I handle ethical issues that arise in a sensitive, caring, and empathetic way?
- How do I engage students in discussing why the visualization may be problematic?
- What scaffolds should I employ in engaging students in reimagining the visualization to be more fair and just?
Student Prompts
- How might this particular visualization depict certain groups in ways that may not be accurate or just?
- What may this visualization be missing in order to paint a fair and just picture of the situation?
- What adjustments should be made given the ethical concerns present?