The GRIDS project investigates strategies to support students’ interpretation and use of graphs to understand complex science. Graphs are a key component of scientific literacy, and are ubiquitous in learning, technical occupations, and public discourse.
In GRIDS units, students construct, test, and revise graphs, give explanations about the scientific phenomena being displayed, and critique a variety of incorrect graphs.
These skills help students develop an understanding of the purpose of graphical data and develop agency to construct and interpret data visualizations.
Selected Publications:
- Longitudinal impact of interactive science activities: Developing, implementing, and validating a graphing integration inventory
- For The Future of Education: Technology Matters
- Interpreting Graphs to Distinguish Factors That Impact Climate Change
- Coordinating between Graphs and Science Concepts: Density and Buoyancy
GRIDS units address gaps revealed by the GRIDS Graphing Inventory (GGI), an online, research-based measure of graphing skills that are relevant to middle school science. GRIDS instructional activities feature powerful digital technologies including automated guidance based on analysis of student generated graphs and student writing about graphs.
These materials are tested in classroom comparison studies using the GGI to assess both annual and longitudinal progress. We are developing supports for teachers to guide students to use graphs and science knowledge to deepen understanding and to develop agency and identity as science learners.
