Data in run:
analysis of various information and data
in cross-disciplinary task
Lukáš Rokos
September 9th, 2024
Masaryk University, Brno, Czechia

Interdisciplinarity and integration
September 9th, 2024
Masaryk University, Brno, Czechia

There are many studies that support the use of visualisations in STEM education. Whether it is
about how pupils and students work with data and are able to visualize it, use in science fields as
well as in engineering, but also the general meaning of diagrams, graphics and other visual
representations in STEM disciplines. There are some examples of which approaches work more or less,
and how to present data clearly, which is also an important skill for pupils and students to learn.
A specific approach that we will focus on in the contribution is the use of concept cartoons in
relation to constructivism and argumentation. Most of the knowledge about the use of visuals in
science education is summarized in the publication of John G. Gilbert.

Importance of data
September 9th, 2024
Masaryk University, Brno, Czechia

There are many studies that support the use of visualisations in STEM education. Whether it is
about how pupils and students work with data and are able to visualize it, use in science fields as
well as in engineering, but also the general meaning of diagrams, graphics and other visual
representations in STEM disciplines. There are some examples of which approaches work more or less,
and how to present data clearly, which is also an important skill for pupils and students to learn.
A specific approach that we will focus on in the contribution is the use of concept cartoons in
relation to constructivism and argumentation. Most of the knowledge about the use of visuals in
science education is summarized in the publication of John G. Gilbert.

Integration and cross-curricular tasks
§Czech curricular documents
Physics, Chemistry, Biology
Mathematics
Work with laboratory equipment,
Use of digital technologies
Work with technical materials,
Design and models
September 9th, 2024
Masaryk University, Brno, Czechia

There are many studies that support the use of visualisations in STEM education. Whether it is
about how pupils and students work with data and are able to visualize it, use in science fields as
well as in engineering, but also the general meaning of diagrams, graphics and other visual
representations in STEM disciplines. There are some examples of which approaches work more or less,
and how to present data clearly, which is also an important skill for pupils and students to learn.
A specific approach that we will focus on in the contribution is the use of concept cartoons in
relation to constructivism and argumentation. Most of the knowledge about the use of visuals in
science education is summarized in the publication of John G. Gilbert.

Integration and cross-curricular tasks
September 9th, 2024
Masaryk University, Brno, Czechia

There are many studies that support the use of visualisations in STEM education. Whether it is
about how pupils and students work with data and are able to visualize it, use in science fields as
well as in engineering, but also the general meaning of diagrams, graphics and other visual
representations in STEM disciplines. There are some examples of which approaches work more or less,
and how to present data clearly, which is also an important skill for pupils and students to learn.
A specific approach that we will focus on in the contribution is the use of concept cartoons in
relation to constructivism and argumentation. Most of the knowledge about the use of visuals in
science education is summarized in the publication of John G. Gilbert.

§Case Study
§Ethnography Study
§Grounded Theory Study
§Phenomenological Study
§Content Analysis Study
Research methods
September 9th, 2024
Masaryk University, Brno, Czechia

It is possible to identify four areas summarizing the answers to the question "why?".
1. Cognitive aspects
•abstraction
•simplification
•embodiment
2. Pedagogical frame
•motivation
•coummunication and collaboration
•cultural activity
3. Didactic reasons
•observation
•representation
•reasoning
4. Scientific practices
•knowledge development
•modeling
•problem solving and creativity
We will return to the selected aspects, but we will emphasize the area of ​​"scientific practices"
due to the close connection with STEM education.

Task introduction
Every runner evaluates his or her results from time to time. A pervasive desire for improvement
leads him or her to challenges that not only test physical limits, but also the ability to
understand every step, every heartbeat, and every result in training or a race.
This inquiry task consists of tracking the results of three different marathons. This challenge
isn't just about running; it's about analyzing, understanding and discovering the deeper meaning of
the conditions and other factors that can affect every step of the race. You have three races in
front of you, three unique results – and your task is to find the factors that may have affected
this runner's overall result.
You are now at the starting line of this inquiry challenge, where you will find that all the data
brings important information. And if they are properly visualized, they will help you better
understand the various factors that influence the overall results.
September 9th, 2024
Masaryk University, Brno, Czechia

As already mentioned above, look at visualizations and their importance in developing scientific
practices within pupils and students learning.
•scientific practises related to the use of visual information (Evagorou et al. 2015)
•asking questions and defining problems
•analysing and interpreting data
•experimenting
•modelling
•students can build their own models, and the discussion of the models helps to better understand
STEM topics (Hepworth & Canon, 2018)
•similar to activities we want to do with students at classes when we include some visualisations
and/or ask them to create their own visualisations

§How long is exactly a marathon run? Find out why it is this distance.
§
§
Marathon
§Find some other interesting facts about marathon run.
§What information would you need to know about this runner?
Obsah obrázku vzor, Grafika, pixel, design Popis byl vytvořen automaticky
September 9th, 2024
Masaryk University, Brno, Czechia

As already mentioned above, look at visualizations and their importance in developing scientific
practices within pupils and students learning.
•scientific practises related to the use of visual information (Evagorou et al. 2015)
•asking questions and defining problems
•analysing and interpreting data
•experimenting
•modelling
•students can build their own models, and the discussion of the models helps to better understand
STEM topics (Hepworth & Canon, 2018)
•similar to activities we want to do with students at classes when we include some visualisations
and/or ask them to create their own visualisations

Runner’s Card
September 9th, 2024
Masaryk University, Brno, Czechia

As already mentioned above, look at visualizations and their importance in developing scientific
practices within pupils and students learning.
•scientific practises related to the use of visual information (Evagorou et al. 2015)
•asking questions and defining problems
•analysing and interpreting data
•experimenting
•modelling
•students can build their own models, and the discussion of the models helps to better understand
STEM topics (Hepworth & Canon, 2018)
•similar to activities we want to do with students at classes when we include some visualisations
and/or ask them to create their own visualisations

Runner’s Card – equipment
September 9th, 2024
Masaryk University, Brno, Czechia

As already mentioned above, look at visualizations and their importance in developing scientific
practices within pupils and students learning.
•scientific practises related to the use of visual information (Evagorou et al. 2015)
•asking questions and defining problems
•analysing and interpreting data
•experimenting
•modelling
•students can build their own models, and the discussion of the models helps to better understand
STEM topics (Hepworth & Canon, 2018)
•similar to activities we want to do with students at classes when we include some visualisations
and/or ask them to create their own visualisations

§The aforementioned runner ran three different marathons and achieved the following results.
Marathon results
Marathon 1
2:52:27
Marathon 2
4:36:40
Marathon 3
3:15:15
September 9th, 2024
Masaryk University, Brno, Czechia

As already mentioned above, look at visualizations and their importance in developing scientific
practices within pupils and students learning.
•scientific practises related to the use of visual information (Evagorou et al. 2015)
•asking questions and defining problems
•analysing and interpreting data
•experimenting
•modelling
•students can build their own models, and the discussion of the models helps to better understand
STEM topics (Hepworth & Canon, 2018)
•similar to activities we want to do with students at classes when we include some visualisations
and/or ask them to create their own visualisations

§Try to guess why the total time of each race is different? What could have influenced them?
Marathon results
September 9th, 2024
Masaryk University, Brno, Czechia

As already mentioned above, look at visualizations and their importance in developing scientific
practices within pupils and students learning.
•scientific practises related to the use of visual information (Evagorou et al. 2015)
•asking questions and defining problems
•analysing and interpreting data
•experimenting
•modelling
•students can build their own models, and the discussion of the models helps to better understand
STEM topics (Hepworth & Canon, 2018)
•similar to activities we want to do with students at classes when we include some visualisations
and/or ask them to create their own visualisations

Pace I.
Marathon 1
Marathon 2
Marathon 3
km
time
22
3:59
km
time
22
4:57
km
time
22
4:30
1
4:02
23
4:00
1
4:28
23
4:57
1
4:33
23
4:42
2
4:05
24
3:59
2
4:24
24
4:53
2
4:26
24
4:47
3
4:04
25
4:04
3
4:29
25
4:47
3
4:21
25
4:42
4
4:02
26
3:58
4
4:26
26
5:04
4
4:21
26
4:32
5
4:07
27
3:59
5
5:09
27
11:21
5
4:20
27
4:30
6
4:02
28
4:01
6
4:28
28
12:22
6
4:22
28
4:31
7
4:07
29
4:03
7
4:33
29
6:29
7
4:26
29
4:41
8
4:07
30
4:00
8
4:15
30
7:50
8
4:32
30
4:38
9
4:02
31
4:06
9
4:34
31
6:24
9
4:22
31
4:41
10
4:09
32
4:03
10
4:37
32
6:01
10
4:32
32
4:33
11
4:10
33
4:06
11
5:10
33
10:04
11
4:35
33
4:26
12
4:05
34
4:05
12
4:57
34
8:37
12
4:33
34
4:44
13
4:01
35
4:08
13
4:44
35
8:38
13
4:28
35
4:50
14
4:07
36
4:03
14
4:37
36
7:53
14
4:24
36
5:07
15
3:59
37
4:08
15
4:44
37
7:10
15
4:29
37
5:17
16
4:01
38
4:02
16
4:46
38
7:49
16
4:30
38
5:17
17
3:59
39
4:05
17
5:13
39
7:52
17
4:28
39
4:58
18
3:58
40
4:10
18
5:07
40
11:38
18
4:27
40
5:07
19
4:02
41
4:20
19
5:07
41
15:46
19
4:35
41
4:50
20
4:02
42
4:19
20
5:40
42
11:45
20
4:36
42
4:47
21
4:02
43
1:16
21
5:00
43
4:06
21
4:27
43
0:59
What caught your eye in the data?
September 9th, 2024
Masaryk University, Brno, Czechia

As already mentioned above, look at visualizations and their importance in developing scientific
practices within pupils and students learning.
•scientific practises related to the use of visual information (Evagorou et al. 2015)
•asking questions and defining problems
•analysing and interpreting data
•experimenting
•modelling
•students can build their own models, and the discussion of the models helps to better understand
STEM topics (Hepworth & Canon, 2018)
•similar to activities we want to do with students at classes when we include some visualisations
and/or ask them to create their own visualisations

§The following graph shows the average pace within individual races. Rank them from best to worst.
Pace II.
Obsah obrázku vzor, Grafika, pixel, design Popis byl vytvořen automaticky
September 9th, 2024
Masaryk University, Brno, Czechia

As already mentioned above, look at visualizations and their importance in developing scientific
practices within pupils and students learning.
•scientific practises related to the use of visual information (Evagorou et al. 2015)
•asking questions and defining problems
•analysing and interpreting data
•experimenting
•modelling
•students can build their own models, and the discussion of the models helps to better understand
STEM topics (Hepworth & Canon, 2018)
•similar to activities we want to do with students at classes when we include some visualisations
and/or ask them to create their own visualisations

§Which pace will match the specific marathons above? Complete the data in the table below.
Pace III.

Time
Pace
Marathon 1
2:52:27

Marathon 2
4:36:40

Marathon 3
3:15:15

4:04
6:32
4:37
September 9th, 2024
Masaryk University, Brno, Czechia

As already mentioned above, look at visualizations and their importance in developing scientific
practices within pupils and students learning.
•scientific practises related to the use of visual information (Evagorou et al. 2015)
•asking questions and defining problems
•analysing and interpreting data
•experimenting
•modelling
•students can build their own models, and the discussion of the models helps to better understand
STEM topics (Hepworth & Canon, 2018)
•similar to activities we want to do with students at classes when we include some visualisations
and/or ask them to create their own visualisations

§Go back to your hypotheses about the factors that may have influenced the results. Do you need to
know more data to decide which factors are relevant? If yes, write which factors are involved.
Routes I.
Marathon 1
Marathon 2
Marathon 3
One of the factors that can affect performance is the environment in which the race took place.
Look at the route maps and write how they differ.
September 9th, 2024
Masaryk University, Brno, Czechia

As already mentioned above, look at visualizations and their importance in developing scientific
practices within pupils and students learning.
•scientific practises related to the use of visual information (Evagorou et al. 2015)
•asking questions and defining problems
•analysing and interpreting data
•experimenting
•modelling
•students can build their own models, and the discussion of the models helps to better understand
STEM topics (Hepworth & Canon, 2018)
•similar to activities we want to do with students at classes when we include some visualisations
and/or ask them to create their own visualisations

Routes II.
Maraton 1
Maraton 2
Maraton 3
September 9th, 2024
Masaryk University, Brno, Czechia

As already mentioned above, look at visualizations and their importance in developing scientific
practices within pupils and students learning.
•scientific practises related to the use of visual information (Evagorou et al. 2015)
•asking questions and defining problems
•analysing and interpreting data
•experimenting
•modelling
•students can build their own models, and the discussion of the models helps to better understand
STEM topics (Hepworth & Canon, 2018)
•similar to activities we want to do with students at classes when we include some visualisations
and/or ask them to create their own visualisations

§Let's go back to our runner's results. The following table provides a detailed description of the
routes in relation to the ascent and descent on individual kilometers.
Profile I.
September 9th, 2024
Masaryk University, Brno, Czechia

As already mentioned above, look at visualizations and their importance in developing scientific
practices within pupils and students learning.
•scientific practises related to the use of visual information (Evagorou et al. 2015)
•asking questions and defining problems
•analysing and interpreting data
•experimenting
•modelling
•students can build their own models, and the discussion of the models helps to better understand
STEM topics (Hepworth & Canon, 2018)
•similar to activities we want to do with students at classes when we include some visualisations
and/or ask them to create their own visualisations

September 9th, 2024
Masaryk University, Brno, Czechia
Profile II.
Marathon 1
Marathon 2
Marathon 3

As already mentioned above, look at visualizations and their importance in developing scientific
practices within pupils and students learning.
•scientific practises related to the use of visual information (Evagorou et al. 2015)
•asking questions and defining problems
•analysing and interpreting data
•experimenting
•modelling
•students can build their own models, and the discussion of the models helps to better understand
STEM topics (Hepworth & Canon, 2018)
•similar to activities we want to do with students at classes when we include some visualisations
and/or ask them to create their own visualisations

§Match specific race names to their routes. Find the fastest men's and women's times on these
routes.
Races and records I.
C:\Users\lrokos\AppData\Local\Microsoft\Windows\INetCache\Content.Word\pim_logo.jpg
September 9th, 2024
Masaryk University, Brno, Czechia

As already mentioned above, look at visualizations and their importance in developing scientific
practices within pupils and students learning.
•scientific practises related to the use of visual information (Evagorou et al. 2015)
•asking questions and defining problems
•analysing and interpreting data
•experimenting
•modelling
•students can build their own models, and the discussion of the models helps to better understand
STEM topics (Hepworth & Canon, 2018)
•similar to activities we want to do with students at classes when we include some visualisations
and/or ask them to create their own visualisations

§Match specific race names to their routes. Find the fastest men's and women's times on these
routes.
Races and records II.
C:\Users\lrokos\AppData\Local\Microsoft\Windows\INetCache\Content.Word\pim_logo.jpg
Men’s: Tyler McCandless – 2:21:08 (2022, US)
Women’s: Brittany Lee Charboneau – 2:52:56 (2017, US)
Men’s: Jonathan Wyatt - 2:49:01 (2003, NZ)
Women’s: Maude Mathys - 3:12:56 (2017, CH)
Men’s: Eliud Kiptanui – 2:05:39 (2010, KEN)
Women’s: Lonah Salpeterová – 2:19:46 (2019, ISR)
September 9th, 2024
Masaryk University, Brno, Czechia

As already mentioned above, look at visualizations and their importance in developing scientific
practices within pupils and students learning.
•scientific practises related to the use of visual information (Evagorou et al. 2015)
•asking questions and defining problems
•analysing and interpreting data
•experimenting
•modelling
•students can build their own models, and the discussion of the models helps to better understand
STEM topics (Hepworth & Canon, 2018)
•similar to activities we want to do with students at classes when we include some visualisations
and/or ask them to create their own visualisations

World records
§Find out the world records in the men's and women's category. Where were these times performed?
Calculate the pace of the world record holders during their performances. How do you proceed with
the calculation? Record your calculation and add the results to the table.

Time
Pace
Place
Men's

Women's


Time
Pace
Place
Men's
2:00:35
2:51
Chicago, 2023
Women's

Time
Pace
Place
Men's
2:00:35
2:51
Chicago, 2023
Women's
2:11:53
 3:07
Berlin, 2023
September 9th, 2024
Masaryk University, Brno, Czechia

As already mentioned above, look at visualizations and their importance in developing scientific
practices within pupils and students learning.
•scientific practises related to the use of visual information (Evagorou et al. 2015)
•asking questions and defining problems
•analysing and interpreting data
•experimenting
•modelling
•students can build their own models, and the discussion of the models helps to better understand
STEM topics (Hepworth & Canon, 2018)
•similar to activities we want to do with students at classes when we include some visualisations
and/or ask them to create their own visualisations

Calories
§If you use a sporttester, you know that another value you get for individual exercises is calorie
consumption. Can you find any relationship from the data below?

Time
Pace
Ascent
Calories
Marathon 1
2:52:27
4:04
241
2 576
Marathon 2
4:36:40
 6:32
2 024
3 846
Marathon 3
3:15:15
 4:37
207
2 892
September 9th, 2024
Masaryk University, Brno, Czechia

As already mentioned above, look at visualizations and their importance in developing scientific
practices within pupils and students learning.
•scientific practises related to the use of visual information (Evagorou et al. 2015)
•asking questions and defining problems
•analysing and interpreting data
•experimenting
•modelling
•students can build their own models, and the discussion of the models helps to better understand
STEM topics (Hepworth & Canon, 2018)
•similar to activities we want to do with students at classes when we include some visualisations
and/or ask them to create their own visualisations

Running in higher altitude I.
§Let’s focus on a marathon at a higher altitude and explore the role of altitude in influencing
results. Discuss the effect that lower oxygen content has on the physical performance of runners.
September 9th, 2024
Masaryk University, Brno, Czechia

As already mentioned above, look at visualizations and their importance in developing scientific
practices within pupils and students learning.
•scientific practises related to the use of visual information (Evagorou et al. 2015)
•asking questions and defining problems
•analysing and interpreting data
•experimenting
•modelling
•students can build their own models, and the discussion of the models helps to better understand
STEM topics (Hepworth & Canon, 2018)
•similar to activities we want to do with students at classes when we include some visualisations
and/or ask them to create their own visualisations

§cellular respiration
§
§
Running in higher altitude III.
C6H12O6 + 6 O2 → 6 CO2 + 6 H2O + energy
September 9th, 2024
Masaryk University, Brno, Czechia

As already mentioned above, look at visualizations and their importance in developing scientific
practices within pupils and students learning.
•scientific practises related to the use of visual information (Evagorou et al. 2015)
•asking questions and defining problems
•analysing and interpreting data
•experimenting
•modelling
•students can build their own models, and the discussion of the models helps to better understand
STEM topics (Hepworth & Canon, 2018)
•similar to activities we want to do with students at classes when we include some visualisations
and/or ask them to create their own visualisations

§Consider the substances and energy in the reaction above and try to draw a simple model (picture,
diagram etc.) that explains how a runner can obtain and use energy before and/or during a race. Try
to include all the factors you have already discussed in this assignment in the diagram. Use arrows
and labels in the model to show the flow of energy and the cycle of matter.
§
§
Running in higher altitude III.
September 9th, 2024
Masaryk University, Brno, Czechia

As already mentioned above, look at visualizations and their importance in developing scientific
practices within pupils and students learning.
•scientific practises related to the use of visual information (Evagorou et al. 2015)
•asking questions and defining problems
•analysing and interpreting data
•experimenting
•modelling
•students can build their own models, and the discussion of the models helps to better understand
STEM topics (Hepworth & Canon, 2018)
•similar to activities we want to do with students at classes when we include some visualisations
and/or ask them to create their own visualisations

§example of visual model created by students #1
Running in higher altitude IV.
CO2
used to oxygen and home environment
food (sugars)
ball
activity
carbon dioxide
energy
+ water
+ breath
food
CO2
oxygen
(ball)
ENERGY
September 9th, 2024
Masaryk University, Brno, Czechia

Example of visual model created by students #1

§more examples of model created by students #2
Running in higher altitude IV.
– from ketones
mitochondria
– less O2, less ATP
– from food, glycogen supply
C6H12O6
Mg – to release ATP energy from mitochondria
+ water
(sun)
LIGHT ENERGY
PLAYER
FOOD
energy (sugars – banana)
rapid breathing
tiredness
less energy
less O2
low pressure
September 9th, 2024
Masaryk University, Brno, Czechia

•more examples of visual models created by students

Running in higher altitude IV.
food
digestion of food
– split into simple substances, subsequent absorption
glucose
during physical activity, energy for muscle work is taken from sugars – glucose
during long-term activity, after period of time, fats are burned
the more glucose that needs to be burned for energy, the higher the respiratory consumption
food
player
digestion
muscle work
it is necessary to have a supply of energy from which it is possible to obtain energy by splitting
a chemical substance and use it for muscle work
it is necessary to have a sufficient amount of O2 – aerobic work occurs
oxygen
food
water
PLAYER
energy
familiar environment
home
dry/moist air
higher heart rate
– sugars, carbohydrates
September 9th, 2024
Masaryk University, Brno, Czechia

•more examples of visual models created by students

Running in higher altitude IV.
in the form of urine
in the form of sweat
rest
energy
stress
low oxygen
glucose – sugar
September 9th, 2024
Masaryk University, Brno, Czechia

•more examples of visual models created by students

Running in higher altitude IV.
September 9th, 2024
Masaryk University, Brno, Czechia

As already mentioned above, look at visualizations and their importance in developing scientific
practices within pupils and students learning.
•scientific practises related to the use of visual information (Evagorou et al. 2015)
•asking questions and defining problems
•analysing and interpreting data
•experimenting
•modelling
•students can build their own models, and the discussion of the models helps to better understand
STEM topics (Hepworth & Canon, 2018)
•similar to activities we want to do with students at classes when we include some visualisations
and/or ask them to create their own visualisations

Conclusions
§You are on the finish line of this inquiry activity. Write the main conclusions you reached. Focus
mainly on which data helped you identify some of the factors affecting the runner's performance.
What other factors have you discovered?
§
September 9th, 2024
Masaryk University, Brno, Czechia

As already mentioned above, look at visualizations and their importance in developing scientific
practices within pupils and students learning.
•scientific practises related to the use of visual information (Evagorou et al. 2015)
•asking questions and defining problems
•analysing and interpreting data
•experimenting
•modelling
•students can build their own models, and the discussion of the models helps to better understand
STEM topics (Hepworth & Canon, 2018)
•similar to activities we want to do with students at classes when we include some visualisations
and/or ask them to create their own visualisations

Conclusions
§Let's return to the beginning…
September 9th, 2024
Masaryk University, Brno, Czechia

As already mentioned above, look at visualizations and their importance in developing scientific
practices within pupils and students learning.
•scientific practises related to the use of visual information (Evagorou et al. 2015)
•asking questions and defining problems
•analysing and interpreting data
•experimenting
•modelling
•students can build their own models, and the discussion of the models helps to better understand
STEM topics (Hepworth & Canon, 2018)
•similar to activities we want to do with students at classes when we include some visualisations
and/or ask them to create their own visualisations

§How would you use and analyse the data?
Conclusions I.
September 9th, 2024
Masaryk University, Brno, Czechia

As already mentioned above, look at visualizations and their importance in developing scientific
practices within pupils and students learning.
•scientific practises related to the use of visual information (Evagorou et al. 2015)
•asking questions and defining problems
•analysing and interpreting data
•experimenting
•modelling
•students can build their own models, and the discussion of the models helps to better understand
STEM topics (Hepworth & Canon, 2018)
•similar to activities we want to do with students at classes when we include some visualisations
and/or ask them to create their own visualisations

Conclusions II.
September 9th, 2024
Masaryk University, Brno, Czechia

As already mentioned above, look at visualizations and their importance in developing scientific
practices within pupils and students learning.
•scientific practises related to the use of visual information (Evagorou et al. 2015)
•asking questions and defining problems
•analysing and interpreting data
•experimenting
•modelling
•students can build their own models, and the discussion of the models helps to better understand
STEM topics (Hepworth & Canon, 2018)
•similar to activities we want to do with students at classes when we include some visualisations
and/or ask them to create their own visualisations

Conclusions III.
September 9th, 2024
Masaryk University, Brno, Czechia

As already mentioned above, look at visualizations and their importance in developing scientific
practices within pupils and students learning.
•scientific practises related to the use of visual information (Evagorou et al. 2015)
•asking questions and defining problems
•analysing and interpreting data
•experimenting
•modelling
•students can build their own models, and the discussion of the models helps to better understand
STEM topics (Hepworth & Canon, 2018)
•similar to activities we want to do with students at classes when we include some visualisations
and/or ask them to create their own visualisations

Conclusions IV.
September 9th, 2024
Masaryk University, Brno, Czechia

As already mentioned above, look at visualizations and their importance in developing scientific
practices within pupils and students learning.
•scientific practises related to the use of visual information (Evagorou et al. 2015)
•asking questions and defining problems
•analysing and interpreting data
•experimenting
•modelling
•students can build their own models, and the discussion of the models helps to better understand
STEM topics (Hepworth & Canon, 2018)
•similar to activities we want to do with students at classes when we include some visualisations
and/or ask them to create their own visualisations

Thank you
for your attention!
Lukáš Rokos
September 9th, 2024
Masaryk University, Brno, Czechia