Surfacing Collective Pedagogical Content Knowledge for Data Literacy: An Exploratory Study With High School Science Teachers

Abstract

There is a need for greater focus on the critical aspects of data literacy at the high school level. However, data literacy requires explicit integration between math and science, which high school teachers often aren’t experienced with. Thus, teaching data literacy may require different PCK than that typical for high school science. This study adds to underrepresented research on PCK for data literacy by engaging a group of experienced teachers in collaboratively attempting to define PCK for data literacy through discussing their experiences implementing a unit designed to support the development of data literacy in students. Three components of PCK for data literacy are surfaced and examined.