期刊名称：Journal of Microbiology and Biology Education
印刷版ISSN：1935-7877
电子版ISSN：1935-7885
出版年度：2018
卷号：20
期号：3
页码：1-17
DOI：10.1128/jmbe.v20i3.1863
出版社：American Society for Microbiology
摘要：Graphing allows for the succinct communication of scientific data and is therefore a critical learning objective in science curricula. Unfortunately, many students, particularly non-science majors, lack the necessary skills to prepare and interpret graphs. Many students are able to interpolate data and observe general trends but demonstrate only a cursory ability to contextualize their results. In this paper, we suggest an introductory module and graphing lessons to improve the quantitative skills of non-science majors. In each of these lessons, students go through four phases of data analysis: (a) collection; (b) graphing; (c) interpolation/trend detection (reading), and (d) determining the underlying mechanism resulting in the trends they observe (interpretation). By employing these activities, we are continuing to improve the scientific literacy of students.
