Data Visualization Literacy: Investigating Data Interpretation Along the Novice—Expert Continuum

In the STEM fields, adequate proficiency in reading and interpreting graphs is widely held as a central element for scientific literacy given the importance of data visualizations to succinctly present complex information. Although prior research espouses methods to improve graphing proficiencies, t...

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Bibliographic Details
Published in:Journal of college science teaching 2015-09, Vol.45 (1), p.84-90
Main Authors: Maltese, Adam V., Harsh, Joseph A., Svetina, Dubravka
Format: Article
Language:English
Subjects:
College science
College students
Data analysis
Data Interpretation
Data visualization
Educational research
Graduate students
Graph representations
Individualized Instruction
International environmental cooperation
Kinematics
Mathematical data
Mathematics education
Psychometrics
RESEARCH AND TEACHING
Scientific Literacy
STEM education
Visualization
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Summary:In the STEM fields, adequate proficiency in reading and interpreting graphs is widely held as a central element for scientific literacy given the importance of data visualizations to succinctly present complex information. Although prior research espouses methods to improve graphing proficiencies, there is little understanding about when and how students develop these skills during the course of their education. To address this gap in the research, we sought to create an assessment tool to measure differences in these abilities across groups with varied levels of experience in science, technology, engineering, and mathematics. This study presents results from a data visualization literacy assessment we created to begin to understand the development of expertise in this domain. Initial results indicate significant differences in the skill levels of expert and novice end-members, but little differentiation between the groups across the middle of this spectrum. Psychometric properties of the assessment are presented, and suggested implications for instruction are discussed.
ISSN:0047-231X
1943-4898
DOI:10.2505/4/jcst15_045_01_84