Graphical Literacy

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dc.contributor.author Haslam, C en
dc.contributor.author Hamilton, Richard en
dc.date.accessioned 2018-10-08T21:06:45Z en
dc.date.issued 2017 en
dc.identifier.issn 0110-7801 en
dc.identifier.uri http://hdl.handle.net/2292/39570 en
dc.description.abstract We looked at the nature and extent of graphing in science classrooms, science textbooks and NCEA science exams in secondary schools. We analysed 17 commonly used science textbooks, 36 Level one science exams from 2001 — 2015, and sent a questionnaire to Auckland and Northland schools. We asked about time spent on graphing in years 9-11, perceived importance of developing graphing skills in science and issues teachers face when teaching graphing skills. en
dc.publisher Canterbury Science Teachers Association en
dc.relation.ispartofseries New Zealand Science Teacher en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. en
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm en
dc.title Graphical Literacy en
dc.type Journal Article en
pubs.issue 136 en
pubs.begin-page 32 en
dc.rights.holder Copyright: The author en
pubs.author-url http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=131343890&site=ehost-live&scope=site en
pubs.end-page 36 en
dc.rights.accessrights http://purl.org/eprint/accessRights/RestrictedAccess en
pubs.subtype Article en
pubs.elements-id 728542 en
pubs.org-id Education and Social Work en
pubs.org-id Learning Development and Professional Practice en
pubs.record-created-at-source-date 2018-03-05 en


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