Incorporating active learning strategies focused on contextual data analysis to improve student engagement, data literacy and conceptual understanding in middle school science

Abstract

This project compares two different teaching styles and the effects they have on student engagement, data literacy and conceptual understanding. Two sections of 8th grade students learned about the weather and atmosphere through traditional methods of formal note taking and follow up activities while the treatment group consisted of two sections of 8th graders learned through information given in the context of labs and investigations. Data was collected through engagement surveys, data literacy pre and post assessments, a unit test and a unit project. The results showed a greater increase in student engagement for the treatment group. The treatment group also showed greater improvement in conceptual understanding and data literacy.