article Does the application of tasks focused on the active work with graphs affect
students’ skills of reading and interpreting graphs?
Štefan Karolčík, Marián Kráľ, Elena Čipková
information
year: 2018
issue: 3
fulltext: PDF
elektronická příloha
online publishing date: 1/10/2018
DOI: 10.14712/25337556.2018.3.4
ISSN (Online): 2533-7556
Toto dílo podléhá licenci Creative Commons Uveďte původ 4.0 Mezinárodní License.
abstract
The article deals with the research regarding the skill of creating and interpreting data presented in a graphical form by elementary students as an important part of the scientific literacy. In our research, we examined whether the systematic implementation of appropriate tasks into the Geography teaching process affects the development of students’ skills of interpreting and understanding data expressed in graphs. For this purpose, we compiled, pilot-checked, and validated our own testing tool, consisting of selected tasks used in individual PISA measurements. We also created a set of original worksheets with the contents supporting the further development of students’ skills of reading incoherent texts while applying graphs. The important research findings confirmed that a well-prepared curriculum, supported by high-quality teaching aids for students, has a positive effect on students’ skills of reading, interpreting, and understanding graphs.
keywords
science literacy, reading of graph data, worksheets
fulltext (PDF )
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