How Students Can Create New Ways To Visualize Data Using Scratch

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Presentation 1: Rethinking Report Cards: Making Learning Visible Through Video Reports

Silvia Scuracchio
To promote more investigative approaches related to data analysis for the exploration of scientific and socio-scientific phenomena, we have developed a data visualization tool using the Scratch. By combining programming with data analysis practices, students can create varied possibilities of representations.

Audience:	Principals/head teachers, Teachers, Technology coordinators/facilitators
Skill level:	Beginner
Attendee devices:	Devices useful
Attendee device specification:	Smartphone: Android, iOS, Windows Laptop: Chromebook, Mac, PC Tablet: Android, iOS, Windows
Participant accounts, software and other materials:	We will provide the links
Topic:	Computer science & computational thinking
Grade level:	PK-12
Subject area:	Computer science, STEM/STEAM
ISTE Standards:	For Students: Empowered Learner Students articulate and set personal learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process itself to improve learning outcomes. Knowledge Constructor Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits. Computational Thinker Students collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making.

Proposal summary

Purpose & objective

Participants will be able to replicate this project in any educational environments. Likewise, many didactic sequences can be created, implemented and evaluated to ensure the integration of the tool to the exploration of relevant phenomena in a critical, reflective and significant way.
Thinking about this integration, teachers can selected many themes, databases, and examples of possible representations for use in the classroom. However, the tool have enough openness to test many other ideas.
The main tool will be a Scratch add-on that will be shared with the participants.
Here we have one example of lesson plan:
Possible data
Tectonic plates
For all earthquakes in the last 100 years:
• Magnitude
• Depth of occurrence
• Position (latitude and longitude)
• Day of occurrence

Examples of aspects that can be explored:
• Relationship between the place of occurrence of earthquakes and the limits of tectonic plates
• Relationship between magnitude and depth of earthquakes
• Relationship between magnitude, depth and place of occurrence (including oceanic and continental plates)

Alignment with BNCC
(EF07CI15) Interpret natural phenomena (such as volcanoes, earthquakes and tsunamis) and justify the rare occurrence of these phenomena in Brazil, based on the model of tectonic plates.
(EF07CI16) Justify the shape of the Brazilian and African coasts based on the theory of drift of the continents.
We will present many examples of our project and student's success.

Outline

The content will be about the tool itself and many practical applications.
The time spent will be suitable for the selected type of presentation. It can be a snapshot, a lecture or a poster.
Participants can follow the presentation using their laptops or portable devices. In the beginning we will share the tool and they will be able to understand and learn as we present the projects developed with our students.

Supporting research

The project is based on a PHD thesis and the project developed at Escola Bosque

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Presenters

Silvia Scuracchio, Escola Bosque