데이터 탐구 프로젝트 수업에서의 데이터 리터러시 자기평가와 통계포스터 산출물 분석

초록

This study analyzed changes in self-assessed data literacy and the characteristics of statistical poster-type outputs following a data-inquiry project class. Participants were 30 middle- and high-school students with basic Python experience. A 12-session class focused on inquiry topic refinement, data collection, Python-based analysis and visualization, and poster-type output production. Data were collected from pre- and post-test self-assessment questionnaires and 30 final outputs. A t-test on data literacy showed a statistically significant improvement (p < 0.01), demonstrating a positive change in learners’ perceptions of data literacy. The statistical poster-type outputs possessed a basic structure, but differences were observed in the connectivity between the inquiry question and data, graph selection, and level of interpretation and conclusion presentation. A significant positive correlation was observed between the total post-test self-assessment score and the total output evaluation score, but consistently significant results were not shown for each sub-item. These findings suggest that data-inquiry learning outcomes should be examined through both self-assessment changes and output characteristics.

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