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Quantitative storytelling (QST) is a systematic approach to exploring the many frames potentially legitimate in a scientific study or controversy. [1] QST assumes that, in an interconnected society, multiple frameworks and worldviews are legitimately upheld by different entities and social actors.
The book received a positive review in The New York Times that wrote "Although the book unfolds according to a formula that has become familiar—story, study, lesson; rinse and repeat—the storytelling is so dramatic, the wielding of data so deft and the lessons so strikingly framed that it's never less than a pleasure to read". [5]
Data and information visualization (data viz/vis or info viz/vis) [2] is the practice of designing and creating easy-to-communicate and easy-to-understand graphic or visual representations of a large amount [3] of complex quantitative and qualitative data and information with the help of static, dynamic or interactive visual items.
Computational thinking (CT) refers to the thought processes involved in formulating problems so their solutions can be represented as computational steps and algorithms. [1] In education, CT is a set of problem-solving methods that involve expressing problems and their solutions in ways that a computer could also execute. [2]
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The data-driven journalism process. Veglis and Bratsas defined data journalism as "the process of extracting useful information from data, writing articles based on the information, and embedding visualizations (interacting in some cases) in the articles that help readers understand the significance of the story or allow them to pinpoint data that relate to them" [5]
Mastery learning is an educational philosophy first proposed by Bloom in 1968 [8] based on the premise that students must achieve a level of mastery (e.g., 90% on a knowledge test) in prerequisite knowledge before moving forward to learn subsequent information on a topic. [9]