Charts, Tables, Graphs, and Diagrams: An Approach for Social Studies Teachers

Duplass, James A.

doi:10.1080/00377996.1996.10114492

Cited by 6 publications

(4 citation statements)

References 9 publications

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“…The physical presence of the teachers also makes it more regulated than online ones. The boards, teaching models and different types of graphs, diagrams and charts were the charms added to a classic classroom setting by a teacher which improve its efficiency (Duplass, 1996). In traditional teaching, teachers and students develop closer bonding and ties which can further motivate the students (Malik & Akkaya, 2021).…”

Section: Blended Learning Its Roles and Importancementioning

confidence: 99%

Decoding Blended Learning: Historical Development, Definitions and Components

Malik¹,

Riasat

2022

sjest

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This review of literature article looks at the background and historical development of blended learning as a concept. It critically evaluates different definitions of blended learning proposed by different researchers, and examines how they evolved over the years. Based on the earlier definitions and the current context, the article comes up with a new one. It also views the role and importance of blended learning during Covid-19. Furthermore, it examines different types of blended learning. Finally, it looks at its different components and how they may be used in the teaching-learning process.

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Section: Blended Learning Its Roles and Importancementioning

confidence: 99%

Decoding Blended Learning: Historical Development, Definitions and Components

Malik¹,

Riasat

2022

sjest

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“…They argue that such multi-modality – which has been prompted in part by improvements in and increased access to computer technologies – demands that educators expand their views of literacy instruction beyond traditional written texts to prepare students to “participate fully in public, community and economic life” (The New London Group, 1996, p. 60). Several scholars of social studies education (DuPlass, 1996; Fingeret, 2012; Guo et al , 2018; Werner, 2002) have risen to this challenge, illuminating the prominent role that visuals play as sources of information in social studies texts. Data visualizations – maps, graphs, charts and timelines – are among these visuals (Fingeret, 2012; Guo et al , 2018; Shreiner, 2018).…”

Section: Related Literaturementioning

confidence: 99%

Data-literate citizenry: how US state standards address data and data visualizations in social studies

Shreiner¹

2020

ILS

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Purpose Data literacy – the ability to read, analyze, interpret, evaluate and argue with data and data visualizations – is an essential competency in social studies. This study aims to examine the degree to which US state standards require teachers to teach data literacy in social studies, addressing the questions: to what extent are US social studies teachers required to teach data literacy? If they are required to teach it, are they provided with guidance about competencies to address at each school or grade level and with respect to particular content? Design/methodology/approach The study used content analysis, using a variety of priori and emergent codes, to review social studies standards documents from all 50 states and the District of Columbia. Findings Findings indicate that although state standards suggest that data visualizations should play a role in social studies instruction, they provide poor guidance for a coherent, progressive and critical approach across grade levels. Originality/value This paper currently knows little about if and how teachers address data literacy in social studies education. This study provides a snapshot of guidance teachers across states are given for teaching data literacy, and by extension, the quality of data literacy instruction recommended for students across the USA.

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“…School has an important role to teach graphing and interpret graph to citizens (Monteiro & Ainley, 2002). So, teachers play fundamental role in teaching graphs as a skill and graphs should be thought making connections with social sciences (Duplass, 1996). According to Baykul (2006), "graph is one of the methods applied to improve understanding and summarizing the data, and they appeal to eye, which make understanding much easier and effective to highlight the significant points".…”

Section: Introductionmentioning

confidence: 99%

Pre-service Class Teachers’ Feelings about Graphs

Aladağ

Şahinkaya

2015

Procedia - Social and Behavioral Sciences

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Nowadays, reading and understanding the data is one of basic indicators to becoming an active and thoughtful citizen. These skills, also defined as numerical literacy, contribute meaningful and permanent learning via making connections between courses and subjects. In this view, Graphs are one of the forefront learning domains. Graphs are also frequently used in the education because of their ability to visualize numerical data. Whilst Graphs are considered a subject of mathematics, they are actually interdisciplinary subject and used in science, life and social studies and Turkish. The attitude of class teachers towards graphics is important as they are responsible to teach these courses in the first four grades. In the literature, although there are some studies on the knowledge levels of pre-service class teachers, there is a gap, especially in national literature, on the attitudes of them towards graphs. Being a part of study on developing an attitude instrument, this study aims at determining of the feelings of preservice class teachers about graphs. For these purposes, 160 pre-service class teachers in fourth grade enrolled in a national university were asked an open ended question of "What do you feel when you face with a graph?" Data were collected in the second semester of instructional year of 2012-2013. Most of the pre-service class teachers feel that graphs will increase their undestanding and interpreting ability and they feel the necesssity of interpreting the graphs when they face with.

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Charts, Tables, Graphs, and Diagrams: An Approach for Social Studies Teachers

Cited by 6 publications

References 9 publications

Decoding Blended Learning: Historical Development, Definitions and Components

Decoding Blended Learning: Historical Development, Definitions and Components

Data-literate citizenry: how US state standards address data and data visualizations in social studies

Pre-service Class Teachers’ Feelings about Graphs

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