Interpolation and extrapolation in Year 5 STEM activities: exploring data about viscosity without advanced statistics

Abstract Incorporating an evidence-based approach in STEM education using data collection and analysis strategies when learning about science concepts enhances primary students’ discipline knowledge cognitive development. This paper reports on activities that use the nature of viscosity power informal statistical inference to build conceptual understanding interpolation extrapolation without imposing them demands nonlinear mathematics used explore at tertiary level. An exploratory research strategy was adopted investigate way which Year 5 students created analysed graphical representations from collected performing experiments. The produced by their subsequent predictions were Structure Observed Learning Outcomes (SOLO) model as adapted specifically for representations. results illustrate provided with appropriate technological tools scaffold student learning, this case TinkerPlots ™, development appreciation within meaningful contexts across curriculum does not have wait until