Biology Undergraduate Students’ Graphing Practice in Digital Versus Pen and Paper Graphing Environments

Abstract Graphing is an important practice for scientists and in K-16 science curricula. Graphs can be constructed using array of software packages as well by hand, with pen-and-paper. However, we have incomplete understanding how students’ graphing vary environment; differences could affect best to teach assess graphing. Here explore the role two environments practice. We studied 43 undergraduate biology either pen-and-paper (PP) ( n = 21 students) or a digital tool GraphSmarts (GS) 22 students). Participants’ graphs verbal justifications were analyzed identify features such variables plotted, number created, raw data versus summarized graph types (e.g., scatter plot, line graph, bar graph) participants’ reasoning their choices. Several aspects participant similar regardless environment, including plotting vs. data, type, overall quality, while GS participants more likely plot most relevant variables. In GS, easily make than PP this may helped some show latent Those students tended focus on ease constructing GS. This study illuminates different characteristics environment implications instruction interpretation assessments student practices.