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


volume: 27
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

Licence Creative Commons
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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.


science literacy, reading of graph data, worksheets

fulltext (PDF )



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