DATA VISUALIZATION LITERACY Teachers’ considerations on Professional Learning in a Science Centre

Abstract

Purpose: The overall aim of this study is to explore in-service teachers’ considerations regarding data visualization (DV) for their teaching practice and how a DV exhibition in a science centre can support their professional learning (PL) on this field. Approach: The overarching approach that was chosen for analysing data from this study is that of PL. This approach was selected as it provides a means to capture the conditions in which teachers learn and the reasons that motivate this process. Within the PL approach, two analytical underpinnings were used for answering the research questions: the conceptualization of teacher PL was selected to understand teachers’ considerations about DV; and a model of effective teacher PL was used to suggest the elements to support teacher PL at the science centre. Method: The study consisted of two stages for data collection and analysis. A qualitative analysis approach was used in both. In the first stage, semi-structured interviews were conducted to understand in-service teachers’ ideas on DV. Answers were examined through a thematic analysis method. In the second stage, a brainstorming session was conducted with in-service at the science centre. The aim was to capture teachers’ ideas on how the exhibition can support their PL on DV. These ideas and findings from the interviews were used to suggest PL design principles. Results: Findings from the interviews suggest that in-service teachers’ considerations regarding DV include elements of both data and information visualization. Moreover, participants’ accounts of their experiences with DV in the classroom and the challenges that students face, reflect the close relationship between DV literacy and digital literacy. Results also reflect that participants have positive beliefs and experiences on DV, and consider that it is valuable for their students. Based on the analysis of findings from interviews and from the discussion during the brainstorming session, this study suggests a set of 10 design principles for teacher PL on DV that can take place in the facilities of the DV exhibition at the science centre.