Civic statistics and interdisciplinarity in the Chilean school curricula
DOI:
https://doi.org/10.52041/iase2023.302Abstract
Civic statistics aims to promote work with statistics on social phenomena in educational contexts. We asked ourselves how viable civic statistics would be in the Chilean educational context. For this purpose, we analysed the curricular bases of the subjects Science for Citizenship, Citizenship Education and Mathematics for the last two years of compulsory schooling (16-18 years old). Through a content analysis, using the eleven facets that make up the civic statistics knowledge and skills framework, we characterise the learning objectives of these three subjects. We observe that the facets related to the engagement and action dimension have a high presence in the subject of Citizenship Education and Science for Citizenship, while the facets related to knowledge models, patterns and representation and statistics and risk have a high presence in the subject of mathematics. Based on the results, we consider that the articulation of these three subjects would allow the development of knowledge and skills from an interdisciplinary perspective, which could result in the design of teaching modules that promote the development of civic statistics competences.References
Bargagliotti, A., Franklin, C., Arnold, P., Gould, R., Johnson, S., Perez, L., & Spangler, D. (2020). Pre- K-12 Guidelines for Assessment and Instruction in Statistics Education II (GAISE II): A Framework for Statistics and Data Science Education. American Statistical Association. Retrieved from https://www.amstat.org/asa/files/pdfs/GAISE/GAISEIIPreK-12_Full.pdf
Burrill, G., & Biehler, R. (2011). Fundamental statistical ideas in the school curriculum and in training teachers. En C. Batanero, G. Burrill y C. Reading (Eds.), Teaching statistics in school mathematics. Challenges for teaching and teacher education - A joint ICMI/IASE study (pp. 57- 69). Springer. https://doi.org/10.1007/978-94-007-1131-0
Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th edition). Routledge.
Engel, J. (2017). Statistical literacy for active citizenship: A call for data science education. Statistics Education Research Journal, 16(1), 44-49. https://doi.org/10.52041/serj.v16i1.213
Engel, J., Ridgway, J., & Weber, F. (2021). Educación estadística, democracia y empoderamiento de los ciudadanos. Revista Paradigma, 42(Extra 1), 1-31.
Engel, J., Nicholson, J., Louie, J. (2022). Preparing for a Data-Rich World: Civic Statistics Across the Curriculum. In: Ridgway, J. (eds) Statistics for Empowerment and Social Engagement. Springer,
Gal, I., Nicholson, J., Ridgway, J. (2022). A Conceptual Framework for Civic Statistics and Its Educational Applications. In: Ridgway, J. (eds) Statistics for Empowerment and Social Engagement.
Ministerio de Educación de Chile [MINEDUC] (2019). Bases Curriculares 3º y 4º medio. Santiago: Unidad de Currículo y Evaluación. https://www.curriculumnacional.cl/614/articles-91414_bases.pdf
Ministerio de Educación de Chile [MINEDUC]. (2023). Actualización de la Priorización curricular para la reactivación integral de aprendizajes: Orientaciones Generales. Santiago: Mineduc. https://www.curriculumnacional.cl/614/articles-331378_recurso_1.pdf
Nicholson, J., Gal, I., & Ridgway, J. (2018). Understanding civic statistics: A conceptual framework and its educational applications. A product of the ProCivicStat Project. Retrieved August, 30, 2021.
United Nation Organization. (n.d.). The Sustainable Development Agenda. https://www.un.org/sustainabledevelopment/development-agenda/
ProCivicStat Partners (2018). Engaging Civic Statistics: A Call for Action and Recommendations. A product of the ProCivicStat Project. Retrieved (Date) from: http://IASE- web.org/ISLP/PCS (or www.procivicstat.org until Oct 2018)
Ridway, J. ed. (2022). Statistics for empowerment and social engagement: Teaching civic statistics to 031-20748-8
Weiland, T., and Sandrani, A. (2022). Toward a framework for developing a critical statistical literacy. In S. A. Peters, L. Zapata-Cardona, F. Bonafini, & A. Fan (Eds.), Bridging the Gap: Empowering & Educating Today’s Learners in Statistics. Proceedings of the 11th International Conference on Teaching Statistics (ICOTS11 2022), Rosario, Argentina. International Association for Statistical Education. iase-web.org ©2022 ISI/IASE.
