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knowledge serve two functions. First, such knowledge is required by individuals to appraise
scientific investigations and decide whether they have followed appropriate procedures and
whether the conclusions are warranted. Second, individuals who have this knowledge should be
able to propose, at least in broad terms, how a scientific question might be investigated
appropriately.
Competency 3: Interpret Data and Evidence Scientifically
22. Interpreting data is such a core activity of all scientists that some rudimentary understanding of
the process is essential for scientific literacy. Initially data interpretation begins with looking for
patterns, constructing simple tables and graphical visualisations such as pie charts, bar graphs,
scatterplots or Venn diagrams. At the higher level, it requires the use of more complex data sets
and the use of the analytical tools offered by spreadsheets and statistical packages. It would be
wrong, however, to conceive of this competency as merely a skill. A substantial body of knowledge
is required to recognise what constitutes reliable and valid evidence and how to present data
appropriately. Scientists make choices about how to represent the data in graphs, charts or,
increasingly, in complex simulations or 3D visualisations. Any relationships or patterns must then
be read using a knowledge of standard patterns. Whether uncertainty has been minimised by
standard statistical techniques must also be considered. All of this draws on a body of
procedural
knowledge
. The scientifically literate individual can also be expected to understand that
uncertainty is an inherent feature of all measurement, and that one criterion for expressing our
confidence in a finding is in terms of the probability that it might have occurred by chance.
23. It is not sufficient, however, to understand the procedures that have been applied to obtain any
data set. The scientifically literate individual needs to be able to judge whether they are appropriate
and the ensuing claims are justified (
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