Re-designing Technology-Enhanced Learning Sequences to Concurrently Nurture Young Students’ Statistical, Scientific, and Nature of Science Reasoning

Current global events have reified the importance of cultivating citizens’ data-based decision-making skills. The often-scientific nature of the context of these everyday decisions calls for integrating at least three types of reasoning: statistical, scientific, and the nature of science (NOS) reasoning. Fostering all three and their integration has become instrumental. Educational technologies can support this effort, facilitating technologically-enhanced activities to introduce novices to disciplinary cultures. We re-designed a technology-enhanced learning sequence extending the engagement of middle school students in authentic, ongoing scientific Citizen Science projects. Our case study illustrates three aspects of design that can be consequential in concurrently nurturing students’ statistical, scientific, and NOS reasoning: authenticity to statistical and science practices; consideration of students’ naïve views and challenges; and affordance of the technological tool.