Abstract
The research reported in this paper explores the applicability and efficacy of a variant of problem-based learning, the Preparation for Future Learning (PFL) approach, to teaching and learning within the context of a cross-curricular, middle school data literacy unit called Thinking with Data (TWD). A quasi-experimental design was used to compare pre-to-post-test data literacy gains of seventh grade students participating in the TWD unit with other seventh graders in two middle schools in northeast Ohio. Results show statistically significant differences between the two groups. Taken together with participant comments, the findings suggest that the PFL approach can be effectively implemented across subject areas to support the development of data literacy.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Interdisciplinary Journal of Problem-Based Learning
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
