Scaffolding Middle School Students’ Engagements with Historical Data Visualizations

Abstract

We designed and implemented a data visualization project in a seventh-grade classroom focusing on the loss of tribal lands in Montana, United States of America. We aim to understand how students engaged with various scaffolds and how those scaffolds supported them in critically engaging with historical data through making hands-on projects. We analyzed data from multiple sources, including classroom implementation transcripts, student-created artifacts, and pre- and post-surveys. We observed that while students enjoyed creating data visualizations, they struggled to interpret them within their historical context despite the provision of multiple forms of scaffolds. We believe it is important to design a system of scaffolds to further support students in critically engaging with historical data and in developing critical data literacy.