Arthur Louis Odom|Clare V. Bell
Developing PK-12 Preservice Teachers' Skills for Understanding Data-Driven Instruction Through Inquiry Learning
University of Missouri–Kansas City|University of Missouri–Kansas City
article offers description empirical experiences use procedural knowledge serve stage development hypothetical concepts using learning cycle inquiry teaching learning method long history science education learning cycle brings unique epistemology way using procedural knowledge knowing enhance construction declarative knowledge knowing goal learning experience use learning cycle explore high tech low tech approaches concept development within context statistics experiencing students recognized value high low tech approaches instruction given statistical literacy essential engaging pk12 education argue providing experiences help preservice teachers understand statistical concepts modeling effective pedagogical practices help prepare planning instruction teaching statistics concepts pk12 classrooms article provides example meaningfully incorporate statistics nonstatistics course preservice teachers empirical experiences prior introduction mathematical hypothetical concepts necessary pedagogical practice