@phdthesis{63606,
  abstract     = {{Heutzutage sind datengetriebene digitale Artefakte aus unserem Alltag nicht mehr wegzudenken. Bei der Interaktion mit datengetriebenen Artefakten spielen Daten eine zentrale Rolle, unter anderem persönliche Daten von Schüler:innen, die solche Systeme nutzen. Aus der Perspektive informatischer Bildung besteht ein wichtiges Ziel darin, Schüler:innen zu befähigen, datengetriebene digitale Artefakte aus ihrem Alltag zu verstehen, denen gegenüber informierte und reflektierte Positionen einzunehmen und die digitale Welt aktiv mitzugestalten. Das setzt etwa voraus, dass Schüler:innen das Gelernte aus dem Informatikunterricht in ihren alltäglichen Interaktionen mit datengetriebenen digitalen Artefakten anwenden können, um sich mit diesen Artefakten und der Rolle von Daten auseinanderzusetzen und darauf aufbauend selbstbestimmt, mündig und verantwortungsvoll zu handeln. Für diese Ziele informatischer Bildung wird in dieser Arbeit das fachdidaktische Konzept Datenbewusstsein entwickelt und evaluiert. Datenbewusstsein stellt Schüler:innen ein sogenanntes Erklärmodell als Zugang zur datengetriebenen Welt bereit und zielt darauf ab, dass sie damit ihre eigene Rolle in Interaktionen mit datengetriebenen digitales Artefakten sowie die Rolle von Daten darin wahrnehmen, verstehen und reflektieren können. Dadurch soll Datenbewusstsein zu einer selbstbestimmten, mündigen und verantwortungsvollen Handlungsfähigkeit in einer datengetriebenen Welt beitragen. Die Entwicklung und Evaluation des Konzepts orientiert sich am Design-Based Research Ansatz, wofür aus informatikdidaktischer Perspektive ein eigenes Vorgehensmodell entwickelt wurde. Das Forschungsvorhaben hat zwei übergeordnete Ziele: Erstens soll eine theoretische Konzeption von Datenbewusstsein für informatische Bildung und zweitens ein didaktischer Ansatz zur Förderung von Datenbewusstsein entwickelt werden. In drei Zyklen wird die Förderung von Datenbewusstsein im Informatikunterricht mithilfe von Unterrichtsinterventionen empirisch untersucht. Schwerpunkte liegen dabei unter anderem auf dem Verständnis der Schüler:innen von der Rolle von Daten in datengetriebenen digitalen Artefakten, der Förderung ihrer Auseinandersetzung mit solchen digitalen Artefakten im Alltag sowie dem Beitrag zur Entwicklung ihrer Handlungsfähigkeit. Die Hauptergebnisse dieser Arbeit liegen in der Konzeption von Datenbewusstsein sowie im entwickelten didaktischen Ansatz zum Lernen von Erklärmodellen im Informatikunterricht. Danach lernen Schüler:innen im Unterricht ein Erklärmodell für Datenbewusstsein und wenden es auf alltägliche Beispiele für datengetriebene digitale Artefakte an. Die empirischen Ergebnisse werden zeigen, dass Schüler:innen das Erklärmodell verstehen, sie darin eine subjektive Bedeutsamkeit für ihren Alltag erkennen und es ihre Handlungsfähigkeit in alltäglichen Situationen mit datengetriebenen digitalen Artefakten fördern kann.}},
  author       = {{Höper, Lukas}},
  title        = {{{Entwicklung und Evaluation des Konzepts Datenbewusstsein für informatische Bildung}}},
  doi          = {{https://doi.org/10.17619/UNIPB/1-2420}},
  year         = {{2025}},
}

@article{60508,
  author       = {{Höper, Lukas and Schulte, Carsten}},
  issn         = {{0899-3408}},
  journal      = {{Computer Science Education}},
  pages        = {{1--33}},
  publisher    = {{Informa UK Limited}},
  title        = {{{ReVEAL model and its application to revealing viewpoints on educational approaches to learning about data and AI}}},
  doi          = {{10.1080/08993408.2025.2516957}},
  year         = {{2025}},
}

@inbook{56476,
  author       = {{Höper, Lukas and Schulte, Carsten and Benzmüller, Christoph}},
  booktitle    = {{Künstliche Intelligenz für Lehrkräfte}},
  editor       = {{Furbach, Ulrich and Kitzelmann, Emanuel and Michaeli, Tilman and Schmid, Ute}},
  isbn         = {{9783658442477}},
  issn         = {{2662-5970}},
  publisher    = {{Springer Fachmedien Wiesbaden}},
  title        = {{{Verantwortung}}},
  doi          = {{10.1007/978-3-658-44248-4_16}},
  year         = {{2024}},
}

@article{49655,
  abstract     = {{In today's digital world, data-driven digital artefacts pose challenges for education, as many students lack an understanding of data and feel powerless when interacting with them. This article addresses these challenges and introduces the data awareness framework. It focuses on understanding data-driven technologies and reflecting on the role of data in everyday life. The paper also presents an empirical study on young school students' data awareness. The study involves a teaching unit on data awareness framed by a pretest-posttest design using a questionnaire on students' awareness and understanding of and reflection on data practices of data-driven digital artefacts. The study's findings indicate that the data awareness framework supports students in understanding data practices of data-driven digital artefacts. The findings also suggest that the framework encourages students to reflect on these data practices and think about their daily behaviour. Students learn a model about interactions with data-driven digital artefacts and use it to analyse data-driven applications. This approach appears to enable students to understand these artefacts from everyday life and reflect on these interactions. The work contributes to research on data and AI literacies and suggests a way to support students in developing self-determination and agency during interactions with data-driven digital artefacts.}},
  author       = {{Höper, Lukas and Schulte, Carsten}},
  issn         = {{2398-5348}},
  journal      = {{Information and Learning Sciences}},
  keywords     = {{Library and Information Sciences, Computer Science Applications, Education}},
  number       = {{7/8}},
  pages        = {{491--512}},
  publisher    = {{Emerald}},
  title        = {{{The data awareness framework as part of data literacies in K-12 education}}},
  doi          = {{10.1108/ils-06-2023-0075}},
  volume       = {{125}},
  year         = {{2024}},
}

@article{53622,
  abstract     = {{<jats:p>In K-12 computing education, there is a need to identify and teach concepts that are relevant to understanding machine learning technologies. Studies of teaching approaches often evaluate whether students have learned the concepts. However, scant research has examined whether such concepts support understanding digital artefacts from everyday life and developing agency in a digital world. This paper presents a qualitative study that explores students’ perspectives on the relevance of learning concepts of data-driven technologies for navigating the digital world. The underlying approach of the study is data awareness, which aims to support students in understanding and reflecting on such technologies to develop agency in a data-driven world. This approach teaches students an explanatory model encompassing several concepts of the role of data in data-driven technologies. We developed an intervention and conducted retrospective interviews with students. Findings from the analysis of the interviews indicate that students can analyse and understand data-driven technologies from their everyday lives according to the central role of data. In addition, students’ answers revealed four areas of how learning about data-driven technologies becomes relevant to them. The paper concludes with a preliminary model suggesting how computing education can make concepts of data-driven technologies meaningful for students to understand and navigate the digital world.</jats:p>}},
  author       = {{Höper, Lukas and Schulte, Carsten}},
  issn         = {{1648-5831}},
  journal      = {{Informatics in Education}},
  keywords     = {{Computer Science Applications, Communication, Education, General Engineering}},
  publisher    = {{Vilnius University Press}},
  title        = {{{Empowering Students for the Data-Driven World: A Qualitative Study of the Relevance of Learning about Data-Driven Technologies}}},
  doi          = {{10.15388/infedu.2024.19}},
  year         = {{2024}},
}

@inproceedings{57209,
  author       = {{Höper, Lukas and Schulte, Carsten}},
  booktitle    = {{Proceedings of the 24th Koli Calling International Conference on Computing Education Research}},
  location     = {{Koli, Finnland}},
  publisher    = {{ACM}},
  title        = {{{New Perspectives on the Future of Computing Education: Teaching and Learning Explanatory Models}}},
  doi          = {{10.1145/3699538.3699558}},
  year         = {{2024}},
}

@inproceedings{55481,
  author       = {{Höper, Lukas and Schulte, Carsten and Mühling, Andreas}},
  booktitle    = {{Proceedings of the 2024 on Innovation and Technology in Computer Science Education V. 1}},
  location     = {{Mailand, Italien}},
  publisher    = {{ACM}},
  title        = {{{Students' Motivation and Intention to Engage with Data-Driven Technologies from a CS Perspective in Everyday Life}}},
  doi          = {{10.1145/3649217.3653625}},
  year         = {{2024}},
}

@inproceedings{55656,
  author       = {{Höper, Lukas and Schulte, Carsten and Mühling, Andreas}},
  booktitle    = {{Proceedings of the 2024 ACM Conference on International Computing Education Research - Volume 1}},
  publisher    = {{ACM}},
  title        = {{{Learning an Explanatory Model of Data-Driven Technologies can Lead to Empowered Behavior: A Mixed-Methods Study in K-12 Computing Education}}},
  doi          = {{10.1145/3632620.3671118}},
  volume       = {{10}},
  year         = {{2024}},
}

@article{46186,
  author       = {{Höper, Lukas and Schulte, Carsten}},
  issn         = {{0025-5866}},
  journal      = {{MNU journal}},
  number       = {{4}},
  pages        = {{314--320}},
  publisher    = {{Verlag Klaus Seeberger}},
  title        = {{{Paradigmenwechsel vom klassischen zum datengetriebenen Problemlösen im Informatikunterricht}}},
  volume       = {{76}},
  year         = {{2023}},
}

@article{47151,
  abstract     = {{<jats:p>When it comes to mastering the digital world, the education system is more and more facing the task of making students competent and self-determined agents when interacting with digital artefacts. This task often falls to computing education. In the traditional fields of computing education, a plethora of models, guidelines, and principles exist, which help scholars and teachers identify what the relevant aspects are and which of them one should cover in the classroom. When it comes to explaining the world of digital artefacts, however, there is hardly any such guiding model. The ARIadne model introduced in this paper provides a means of explanation and exploration of digital artefacts which help teachers and students to do a subject analysis of digital artefacts by scrutinizing them from several perspectives. Instead of artificially separating aspects which target the same phenomena within different areas of education (like computing, ICT or media education), the model integrates technological aspects of digital artefacts and the relevant societal discourses of their usage, their impacts and the reasons behind their development into a coherent explanation model.</jats:p>}},
  author       = {{Winkelnkemper, Felix and Höper, Lukas and Schulte, Carsten}},
  issn         = {{1648-5831}},
  journal      = {{Informatics in Education}},
  keywords     = {{Computer Science Applications, Communication, Education, General Engineering}},
  publisher    = {{Vilnius University Press}},
  title        = {{{ARIadne – An Explanation Model for Digital Artefacts}}},
  doi          = {{10.15388/infedu.2024.09}},
  year         = {{2023}},
}

@inproceedings{31407,
  abstract     = {{<jats:p>Students are not aware and have little understanding of collecting and processing personal data in their everyday contexts of interaction with data-driven digital artifacts. To be aware of where, how and why data are collected and processed is important to be self-determined. Therefore, we develop and evaluate a teaching sequence to provide reasoning about data as a fundamental aspect of statistical literacy. This teaching sequences deals with the context of interaction with a cellular network where location data are collected. Students get real location data from an unknown person which can be explored with the aim to characterize the person. Students gain different insights by using different basic filters and explain how they achieve these. The results of the exploratory study indicate that students learned to gain insights by exploring given location data and that these insights may describe the person with detailed aspects that may not necessarily be true.</jats:p>}},
  author       = {{Höper, Lukas and Podworny, Susanne and Schulte, Carsten and Frischemeier, Daniel}},
  booktitle    = {{Proceedings of the IASE 2021 Satellite Conference}},
  publisher    = {{International Association for Statistical Education}},
  title        = {{{Exploration of Location Data: Real Data in the Context of Interaction with a Cellular Network}}},
  doi          = {{10.52041/iase.nkppy}},
  year         = {{2022}},
}

@article{29702,
  author       = {{Höper, Lukas and Hüsing, Sven and Malatyali, Hülya and Schulte, Carsten and Budde, Lea}},
  journal      = {{LOG IN}},
  number       = {{1}},
  pages        = {{31--38}},
  publisher    = {{LOG IN Verlag}},
  title        = {{{Methodik für Datenprojekte im Informatikunterricht}}},
  volume       = {{41}},
  year         = {{2021}},
}

@inproceedings{29706,
  author       = {{Höper, Lukas and Schulte, Carsten}},
  booktitle    = {{51. Jahrestagung der Gesellschaft für Informatik, INFORMATIK 2021 - Computer Science & Sustainability, Berlin, Germany, 27. September - 1. Oktober, 2021}},
  isbn         = {{978-3-88579-708-1}},
  location     = {{Bonn}},
  pages        = {{1623--1632}},
  publisher    = {{Gesellschaft für Informatik}},
  title        = {{{Datenbewusstsein im Kontext digitaler Kompetenzen für einen selbstbestimmten Umgang mit datengetriebenen digitalen Artefakten}}},
  doi          = {{10.18420/informatik2021-136}},
  year         = {{2021}},
}

@inproceedings{27491,
  abstract     = {{ Students often have a lack of understanding and awareness of where, how, and why personal data about them is collected and processed. Especially, when interacting with data-driven digital artifacts, an appropriate perception of the data collection and processing is necessary for self-determination. This dissertation deals with the development and evaluation of a concept called data awareness which aims to foster students’ self-determination interacting with data-driven digital artifacts.}},
  author       = {{Höper, Lukas}},
  booktitle    = {{21st Koli Calling International Conference on Computing Education Research}},
  isbn         = {{9781450384889}},
  keywords     = {{data awareness, machine learning, data science education, data-driven digital artifacts, artificial intelligence}},
  publisher    = {{Association for Computing Machinery}},
  title        = {{{Developing and Evaluating the Concept Data Awareness for K12 Computing Education}}},
  doi          = {{10.1145/3488042.3490509}},
  year         = {{2021}},
}

@inproceedings{25520,
  author       = {{Höper, Lukas and Podworny, Susanne and Hüsing, Sven and Schulte, Carsten and Fleischer, Yannik and Biehler, Rolf and Frischemeier, Daniel and Malatyali, Hülya}},
  booktitle    = {{19. GI-Fachtagung Informatik und Schule, INFOS 2021, Wuppertal, Germany, September 8-10, 2021}},
  editor       = {{Humbert, Ludger}},
  isbn         = {{978-3-88579-707-4}},
  pages        = {{345}},
  publisher    = {{Gesellschaft für Informatik, Bonn}},
  title        = {{{Zur neuen Bedeutung von Daten in Data Science und künstlicher Intelligenz}}},
  doi          = {{10.18420/infos2021\_a230}},
  volume       = {{P-313}},
  year         = {{2021}},
}

@inproceedings{25523,
  author       = {{Podworny, Susanne and Höper, Lukas and Fleischer, Yannik and Hüsing, Sven and Schulte, Carsten}},
  booktitle    = {{19. GI-Fachtagung Informatik und Schule, INFOS 2021, Wuppertal, Germany, September 8-10, 2021}},
  editor       = {{Humbert, Ludger}},
  pages        = {{327}},
  publisher    = {{Gesellschaft für Informatik, Bonn}},
  title        = {{{Data Science ab Klasse 5 - Konkrete Unterrichtsvorschläge für künstliche Intelligenz unplugged und Datenbewusstsein}}},
  doi          = {{10.18420/infos2021\_w278}},
  volume       = {{{P-313}},
  year         = {{2021}},
}

@inproceedings{27493,
  author       = {{Podworny, Susanne and Fleischer, Yannik and Hüsing, Sven and Biehler, Rolf and Frischemeier, Daniel and Höper, Lukas and Schulte, Carsten}},
  booktitle    = {{Koli Calling '21: 21st Koli Calling International Conference on Computing Education Research, Joensuu, Finland, November 18 - 21, 2021}},
  editor       = {{Seppälä, Otto and Petersen, Andrew}},
  pages        = {{39:1--39:3}},
  publisher    = {{ACM}},
  title        = {{{Using data cards for teaching data based decision trees in middle school}}},
  doi          = {{10.1145/3488042.3489966}},
  year         = {{2021}},
}

@inproceedings{25524,
  author       = {{Höper, Lukas and Schulte, Carsten}},
  booktitle    = {{19. GI-Fachtagung Informatik und Schule, INFOS 2021, Wuppertal, Germany, September 8-10, 2021}},
  editor       = {{Humbert, Ludger}},
  pages        = {{73--82}},
  publisher    = {{Gesellschaft für Informatik, Bonn}},
  title        = {{{Datenbewusstsein: Aufmerksamkeit für die eigenen Daten}}},
  doi          = {{10.18420/infos2021\_f235}},
  volume       = {{P-313}},
  year         = {{2021}},
}