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Home > Educator Resources > Data Collection

Data Collection

Context:
The process of collecting data on a set subject engages students in establishing relevant questions and collecting information/data to answer the question(s). Students should refine their methods, collect data, review the data, and repeat data collections to ensure quality of documentation.

Students develop the ability to think critically about cause/effect relationships and statements based on evidence.

Curriculum:
National Council Teachers of English Standards

http://www.n cte.org/about/over/standards

1. Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.

7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.

8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.

National Council for the Social Studies

http://www.ncss.org/st andards/

Science, Technology and Society - Social studies programs should include experiences that provide for the study of relationships among science, technology, and society.

Principals and Standards for School Mathematics

http://standards .nctm.org/index.htm

Measurement - Instructional programs from prekindergarten through grade 12 should enable all students to understand measurable attributes of objects and the units, systems, and processes of measurement; apply appropriate techniques, tools, and formulas to determine measurements.

Data Analysis and Probability - Instructional programs from prekindergarten through grade 12 should enable all students to formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them; select and use appropriate statistical methods to analyze data; develop and evaluate inferences and predictions that are based on data; understand and apply basic concepts of probability.

Connections - Instructional programs from prekindergarten through grade 12 should enable all students to recognize and use connections among mathematical ideas; understand how mathematical ideas interconnect and build on one another to produce a coherent whole; recognize and apply mathematics in contexts outside of mathematics.

Attachments:

None

Other materials:
Instructional sequence:
  • Establish question(s) to investigate
  • Determine methodology - Will this be an experiment or do you need to gather information by survey method?
  • Survey
    • Discuss survey process
    • Determine the size of the sample needed to ensure validity and reliability
    • Develop/write survey
    • Execute survey
    • Tabulate results
    • Discuss findings
  • Experiment
    • Establish procedure
    • Collect materials
    • Perform experiment
    • Record data
    • Repeat several times for validity/reliability
    • Record data each time
    • Discuss findings
  • Display data in a graphic organizer, table, or spreadsheet
  • Write a determination statement on the findings

Extensions:
  • Prepare a presentation using data displays to share results with class or other interested group
  • Participation in a Science Fair
  • Publish information or findings in a related journal or, if applicable, a local newspaper
  • Discussion of varied methods for display of data and changes in methods that would modify results.

Assessment:
  • Rubric/checklist evaluation of data display
  • Comparison of written statement to data display
  • Rubric evaluation of statement content

Literacy advancement:
  • Identifying questions that can be answered
  • Collecting and organizing information
  • Display of organized data
  • Evaluating data
  • Preparing an informative, persuasive, or critical analysis of findings

Author: Ryan, Darlene


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