Fostering student data literacy through a community-based STEM project: a lesson study investigation
Rongjin Huang, Jiajia Li, Dovie Kimmins, Fonya Crockett Scott, Mark Ikhifa, Jeremy WintersPurpose
This study explores the potential of community-based STEM projects, supported by Lesson Study (LS) framework, to foster data literacy (DL) among elementary school students.
Design/methodology/approach
An LS team conducted two iterations centered on a community-based STEM project in which students designed flotation devices to address local flooding. Data sources included pre- and post-assessments, student surveys, video recordings of lessons and planning meetings. Quantitative data were analyzed using the Wilcoxon signed-rank test, while qualitative analysis of research lessons identified four types of learning opportunities. Student surveys were examined using descriptive statistics and qualitative approaches.
Findings
Although no statistically significant gains in DL knowledge were found, qualitative results indicated high student engagement and improved understanding of the DL process and its relevance to community issues. Classroom discourse revealed opportunities for students to formulate investigative questions, explore data through graphical representations and interpret results. Challenges included supporting students in posing meaningful statistical questions and analyzing relevant data.
Research limitations/implications
Embedding a DL lesson within an LS cycle and analyzing classroom discourse provides insight into how learning opportunities emerge through task design and targeted questioning. Limitations include limited capture of small group talk, partial assessment of DL, and the focus on a single project in one grade band.
Practical implications
The study highlights the need for sustained integration of DL across multiple iSTEM cycles, clearer scaffolds for formulating statistical questions, and stronger synthesis routines to support coherence-building.
Originality/value
This study offers empirical insights into how community-based STEM projects supported by LS can create meaningful opportunities for developing students' DL and inform the design of innovative, practice-based instruction.