Developing PK-12 Preservice Teachers' Skills for Understanding Data-Driven Instruction Through Inquiry Learning

Figures & data

Figure 1. The learning cycle: three phases. Adapted from Barman (1989) and Lawson (1995).

Figure 2. Example student record (originally created in Excel).

Figure 3. Example spreadsheet. Panel (b) illustrates a situation where students used a straw that was less than 1 inch in length. If the straw had been between 1 and 2 inches in length, the possible values for the number of lines the object is touching would be 1 and 2.

Figure 4. Example screenshot of telephone survey. URL: http://php2.umkc.edu/education/alodom/jse/survey_poll.swf; Password: abc123; up to 10,000 random yes/no votes generated.

Figure 5. Identifying poll results.

Figure 6. Student demonstration of “Barely Short of the Line.”

Table 1. Selected student responses to open-ended questions on the Monte Carlo activities.

Comment no.	Student comment
Inquiry and hands-on learning
1	In regards to inquiry based learning, I really see how students individually, through their own experiences and observation, can gain understanding at their own pace through their own mathematical thinking process through this activity.
2	Statistics can be hands on.
3	[I learned] how to create a hands-on experience for children to gain a deeper understanding about probability and chance. I also gained a deeper understanding about statistics and what not to do at the casino, ha ha.
4	I learned that actually doing the activity instead of using the computer module was more beneficial to my understanding. Statistics activities can be hands on.
5	I learned that it is possible for students to complete hands-on activities to learn how to talk about statistical data.
6	I liked how after doing the average on excel, a students is able to physically check the answer. It is a good mix of technology and doing it yourself.
7	I thought it was rather interesting how randomly shaking a stick can really get an accurate measurement. It was really cool.
Sample size
8	This activity showed me an interactive thing students can do that shows statistics. … It shows the need for a lot of samples, in order to get closer and closer to accuracy.
9	I learned that if you have a larger sample size of randomly generated numbers then you can get a relatively close answer with close to 100 percent confidence.
10	I learned that using this [concept of increasing] sample size, you get a more accurate reading than you would using other equipment to measure the length of the stick or straw.
11	I learned that the accuracy of measurement of something can be [obtained] through a large sample size. Statistics never lie.
12	I learned that the more samples you take when trying to find the probability, the closer you get to finding the actual probability.
13	I learned that larger sample sizes are needed in order to have more accurate statistics.
14	Sample size is important when taking surveys.
15	Sample size is important!

Barman, C. R. (1989), An Expanded View of the Learning Cycle: New Ideas About an Effective Teaching Strategy. Council for Elementary Science International Monograph and Occasional Paper Series 4. Washington, DC: The Council for Elementary Science International.

 Google Scholar

Lawson, A. E. (1995), Science Teaching and the Development of Thinking, Belmont, CA: Wadsworth Publishing Company.

 Google Scholar