Graphing in Science

Graph

Carolyn Haslam c.haslam@auckland.ac.nz

Graphs are tools used to communicate There are two components:

1) constructing, drawing

2) interpreting

Students do not transfer their learning of graphing in maths to their learning in Science.

Interpretation is the most difficult skill, next is scales of construction.

How much space and time are we giving to graphing? Are graphs mentioned in the curriculum levels or is it just implied with the use of words like ‘interpret’? Should it be more explicit?

*Research says graphing should be taught in Science so they are learning Numeracy in context. This would mean that more time would need to be given over to Science from Numeracy.

*Be aware of the common misconceptions of graphing before teaching so you are on the look out for them and can highlight them.

Advertisements

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out / Change )

Twitter picture

You are commenting using your Twitter account. Log Out / Change )

Facebook photo

You are commenting using your Facebook account. Log Out / Change )

Google+ photo

You are commenting using your Google+ account. Log Out / Change )

Connecting to %s