| Abstract: | Graphic representations are powerful tools used by scientists and other professionals to help them understand multifaceted natural phenomena. They can also serve teachers and students as they attempt to understand complex data sets. This study examines pencil‐and‐paper graphs produced by students at the beginning of a 1‐week summer teacher/student institute, as well as computer‐based graphs produced by the same students at the end of the institute. Initial problems with managing the data set and producing meaningful graphs disappeared quickly as students used a process of “building up” to handle the complexity of web‐based data on water quality. This process is examined, as are findings from the institute related to (a) barriers to accessing web‐based data, (b) students' problem‐solving processes, and (c) the promise of this approach for learning about environmental science issues. |
