Evidence map›Paper›PMID 42165575›Full record

ArticleJournal of microbiology & biology education2026

Grounded relevance: how exploring soil data can promote perceptions of data relevance, data literacy, learning, and motivation.

Ian Thacker, Rebecca Schroeder, Sara Shields-Menard, Sandrina Ramirez, Corina Lopez

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Journal of microbiology & biology education, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

0numbers the graph read from it
0cells of the map it votes in
0citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

0 citing papers in PubMed.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

5 authors.

Ian ThackerDepartment of Educational Psychology, University of Texas at San Antonio, San Antonio, Texas, USA.ORCID 0000-0002-2492-2929
Rebecca SchroederDepartment of Multidisciplinary Studies and Academic Introduction and Strategies, University of Texas at San Antonio, San Antonio, Texas, USA.
Sara Shields-MenardDepartment of Molecular Microbiology and Immunology, University of Texas at San Antonio, San Antonio, Texas, USA.
Sandrina RamirezDepartment of Educational Psychology, University of Texas at San Antonio, San Antonio, Texas, USA.
Corina LopezDepartment of Educational Psychology, University of Texas at San Antonio, San Antonio, Texas, USA.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

The ability to analyze, interpret, and draw insights from data and data visualizations is quickly becoming a necessary skill for success across multiple disciplines and careers. However, people struggle to make meaning from data, and traditional data science curricula fall short of emphasizing its relevance to underrepresented students. To create opportunities for meaningful applications of data science for racially/ethnically diverse students, we developed and implemented an online learning module focused on engaging

Indexed as

conceptual changedata literacyintegrated STEMplace-based education

Identifiers

PMID42165575
PMCPMC13520657

What OpenQuestion holds

Textmetadata
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.