Big Data, Big Changes? A Survey of K-12 Science Teachers in the United States on Which Data Sources and Tools They Use in the Classroom

Abstract

The tools that scientists and engineers analyze data are changing—and at the same time, science education standards have shifted to focus on science practices that articulate multiple ways for teachers to support students to make sense of data in science classrooms. Moreover, the types of data and technologies available to teachers and students to support their work with data have advanced. While these changes and features point to the importance of data, practices that relate to data, and the roles of technology, little research has offered a portrait of what teachers presently use. We report on findings from a survey conducted in the United States of 330 science teachers on the data sources, practices, and technologies common to their classroom. We found that teachers predominantly involve their students in analyzing relatively small data sets that they collect. In support of this work, teachers tend to use the technologies that are available to them—namely, calculators and spreadsheets. We discuss what these findings suggest for practice, research, and policy, with an emphasis on supporting teachers based on their needs.