From Data Confusion to Clarity: Enhancing Scientific Reasoning Through Data Descriptions

Scientific reasoning and data literacy skills are crucial for informed decision-making in today’s data-driven society. The Next Generation Science Standards (NGSS) emphasize the integration of these skills into high school curricula, yet students often struggle with real-world data analysis. This paper presents an Earth science instructional sequence designed to enhance data literacy and scientific reasoning about plate tectonics through the use of multiple authentic, complex datasets. The modified DCER (Describe-Claim-Evidence-Reasoning) framework is introduced, which adds a preliminary data description step to the traditional CER approach. This framework was tested in an introductory oceanography course, and demonstrated improved student performance in data description and evidence-based reasoning. This approach, while customized for the plate tectonics "data exploration" unit, is content-neutral and adaptable across various scientific disciplines, providing a robust method for developing critical thinking and data analysis skills in high school students. Given its demonstrated effectiveness, this manuscript provides practical considerations and guidance for its successful implementation in high school science classrooms.