Graphics Reference
In-Depth Information
Figure 1. An example of information provided
by an educator, based on the data: A fact sheet
entitled “A State of School Distribution in District
N, as for February 2011” by John Doe (© 2012,
A. Ursyn. Used with permission)
1.3. Knowledge
Information that we got by processing data can
enhance our knowledge. We confirm as truthful the
information obtained as the patterns in the data;
we authorize it as verified, and check its ethical,
political, or aesthetical values. For example, we
may present our knowledge about the school dis-
trict in a report containing practical information
and conclusions about how to improve education
in your district, or even the district's rankings, if
you also collect the data and sort out information
about other districts, to determine your district's
position in a scale of a status (Figure 2).
See Table 5 for Your Reaction and Visual
Answer.
Table 4.
Your Reaction and Visual Answer: Obtain Information from the Data
You may now want to use the data you have collected in previous activity and make them useful by determining their meaning and then
writing or sketching a concept map about information you have gained from the data. For example, you may use the raw data about shoes
in order to obtain information about the market needs in terms of sizes, you may use the data about how many glasses of water you used
to drink every day in order to get information if it is similar to the average liquid consumption, you may write a handout about the Solar
system, use the temperature data for future discussion of the climate change, or maybe you want inform your friends about your preferences.
We all know that we have to collect much bigger samples of data to be serious about drawing meaningful information from the data. Thus,
as a product of your project, you will draw information from the data you have collected before.
