This study investigated how a course-based intervention influenced pre-service elementary teachers’(PSETs) pedagogical knowledge related to data concepts and data practices. Grounded in a qualitativecase study design, the research examined the experiences of 12 PSETs who participated in a short-term but intensive sequence of activities integrating data-focused learning. Throughout theintervention, participants engaged in lectures, hands-on inquiry-based tasks, online data analysisactivities, collaborative lesson planning, and peer-feedback sessions, all structured to strengthen theirunderstanding of how data can be meaningfully incorporated into elementary science teaching.Multiple data sources, including three iterations of lesson plans and post-intervention interviews wereanalyzed thematically to capture changes in participants’ conceptual and pedagogical development.Findings revealed that although PSETs demonstrated noticeable growth in recognizing the importanceof data practices for elementary science learning, their overall pedagogical sophistication remainedlimited. Most participants progressed from naïve to developing levels of understanding, showingimproved ability to integrate basic elements such as data collection, organization, and simpleinterpretation into their lesson plans. However, few reached a level where they could design fullyinquiry-oriented, data-rich learning environments that promote deeper reasoning or argumentation.The most substantive impact of the intervention was an increased awareness of why data literacy isessential for students scientific engagement and everyday decision-making. These results highlight theneed for more sustained, structured, and comprehensive integration of data concepts and practiceswithin pre-service teacher education programs.
Aydeniz et al. (Tue,) studied this question.