Roles that students take in solving problems can help in guiding and scaffolding their learning and meaning making. We present a case study – part of a UK-Israel research project – that focuses on the emerging roles spontaneously developed by Israeli eighth-grade students (14 years old) in solving a scientific-statistical inquiry task using TinkerPlots2. The task integrated four design approaches: Exploratory Data Analysis, Active Graphing, modeling, and gaming. We examine how this task design played a role in this emergence of students’ roles and how they respectively adopted perspectives on uncertainty and modeling. Implications of the findings are discussed.
- Prof Dev