Reading Graphs and Interpreting Numerical Data using the "Rubrics Strategy" Based on Bertin's Theory in Biology

Abstract

The teachers investigated and practiced the pedagogical problems through the "Action Research" and "Lesson Study" projects systematically in Nazarbayev Intellectual Schools (NIS), Kazakhstan. One of these projects entailed the need to develop the skills of the International School of Astana (part of NIS) students to read and interpret graphs. Within the framework of the Action Research project, four different strategies for reading the graphs and interpreting the numerical data resulted from the laboratory work of the 10th-grade students (17) in biology. The Text Structure Strategy (TSS), High-impact teaching strategies (HITS), Model Questioning as an Active Reading Strategy and the rubrics strategy based on Bertin's theory were used and analyzed. As a result of the study, the latter theory was determined to be the most effective. Based on Bertin's theory, the rubrics involves gradually teaching students the necessary knowledge to read quantitative data in three steps at three different levels and performing two diverse activities. The study revealed a notable 41% exponential surge in students' proficiency in graph analysis, progressing from simple to complex levels. Hence, the research findings are poised to serve as a valuable reference for schoolteachers and students to be commonly utilized in mathematics and sciences.