@inproceedings{64625,
  author       = {{Fergusson, Anna and Podworny, Susanne and Fleischer, Yannik and Hüsing, Sven and Puloka, Malia S. and Biehler, Rolf and Pfannkuch, Maxine and Budgett, Stephanie and Dalrymple, Michelle}},
  booktitle    = {{Proceedings of the IASE 2025 Satellite Conference - Statistics and Data Science Education in STEAM}},
  publisher    = {{International Association for Statistics Education}},
  title        = {{{Branching out data science education: Developing task and computational environment design principles for teaching data science at the high school level through an international research collaboration}}},
  doi          = {{10.52041/iase25.138}},
  year         = {{2026}},
}

@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}},
}

@inbook{63801,
  author       = {{Gildehaus, Lara and Liebendörfer, Michael and Hüsing, Sven and Gottschalk, Rebecca and Strauß, Franzisca}},
  booktitle    = {{Realitätsbezüge im Mathematikunterricht}},
  isbn         = {{9783662699881}},
  issn         = {{2625-3550}},
  publisher    = {{Springer Berlin Heidelberg}},
  title        = {{{Normatives Modellieren im Kontext des Klimawandels – wie viel CO2 stoßen Lebensmittel aus?}}},
  doi          = {{10.1007/978-3-662-69989-8_6}},
  year         = {{2025}},
}

@article{63805,
  author       = {{Stoppel, Hannes and Hüsing, Sven}},
  journal      = {{Beiträge zum Mathematikunterricht; 58}},
  publisher    = {{Gesellschaft für Didaktik der Mathematik}},
  title        = {{{Konstruktionistisches Geometrielernen durch epistemisches Programmieren in Scratch}}},
  doi          = {{10.17877/DE290R-25995}},
  year         = {{2025}},
}

@inproceedings{63803,
  author       = {{Hüsing, Sven and Podworny, Susanne}},
  booktitle    = {{Symposium on integrating AI and data science into school education across disciplines}},
  title        = {{{Empowering Students to Gain Insights within Data Exploration Projects in the Classroom - Using, Modifying, and Creating Data Moves through a Scaffolded Use of Digital Tools}}},
  year         = {{2025}},
}

@article{60357,
  abstract     = {{<jats:p>Transcripts play a crucial role in qualitative research in computing education, with significant implications for the credibility and reproducibility of findings. However, unreflective and inconsistent transcription standards may unintentionally introduce biases, potentially undermining the validity of research outcomes and the collective progress of the field. In this article, we introduce transcription as a theoretically guided process rather than a mere preparatory step, illustrating its role using a case example. Additionally, through a systematic review of 107 qualitative research articles in computing education, we identify widespread shortcomings in the reporting and implementation of transcription practices, revealing a need for greater intentionality and transparency. To address these challenges, we propose a three-step framework for selecting, applying, and documenting transcription standards that align with the specific context and goals of a study. Rather than advocating for overly complex, one-size-fits-all transcription strategies, we emphasize the importance of a context-appropriate approach that is clearly communicated to foster trust and reproducibility. By advancing a more robust transcription culture, this work aims to support computing education researchers in adopting standards that enhance the quality and reliability of qualitative research in the field.</jats:p>}},
  author       = {{Terfloth, Lutz and Lohmer, Vivien and Kern, Friederike and Schulte, Carsten}},
  issn         = {{1648-5831}},
  journal      = {{Informatics in Education}},
  publisher    = {{Vilnius University Press}},
  title        = {{{Transcription in Computing Education Research: A Review and Recommendations}}},
  doi          = {{10.15388/infedu.2025.09}},
  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{61222,
  author       = {{Lenke, Michael and Klowait, Nils and Biere, Lea and Schulte, Carsten}},
  booktitle    = {{Lecture Notes in Computer Science}},
  isbn         = {{9783032012210}},
  issn         = {{0302-9743}},
  publisher    = {{Springer Nature Switzerland}},
  title        = {{{Assessing AI Literacy: A Systematic Review of Questionnaires with Emphasis on Affective, Behavioral, Cognitive, and Ethical Aspects}}},
  doi          = {{10.1007/978-3-032-01222-7_8}},
  year         = {{2025}},
}

@inproceedings{52379,
  author       = {{Hüsing, Sven and Schulte, Carsten and Sparmann, Sören and Bolte, Mario}},
  booktitle    = {{Proceedings of the 55th ACM Technical Symposium on Computer Science Education V. 1}},
  publisher    = {{ACM}},
  title        = {{{Using Worked Examples for Engaging in Epistemic Programming Projects}}},
  doi          = {{10.1145/3626252.3630961}},
  year         = {{2024}},
}

@inproceedings{54796,
  author       = {{Hüsing, Sven and Sparmann, Sören and Schulte, Carsten and Bolte, Mario}},
  booktitle    = {{Proceedings of the 2024 Symposium on Eye Tracking Research and Applications}},
  publisher    = {{ACM}},
  title        = {{{Identifying K-12 Students' Approaches to Using Worked Examples for Epistemic Programming}}},
  doi          = {{10.1145/3649902.3655094}},
  year         = {{2024}},
}

@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}},
}

@inproceedings{57738,
  author       = {{Hüsing, Sven and Schönbrodt, Sarah}},
  title        = {{{Förderung von Epistemic Agency – Entwicklung von Computational Essays bei der Bearbeitung datengetriebener, realer Problemstellungen}}},
  doi          = {{10.17877/DE290R-25018}},
  year         = {{2024}},
}

@inproceedings{52380,
  author       = {{Sparmann, Sören and Hüsing, Sven and Schulte, Carsten}},
  booktitle    = {{Proceedings of the 23rd Koli Calling International Conference on Computing Education Research}},
  publisher    = {{ACM}},
  title        = {{{JuGaze: A Cell-based Eye Tracking and Logging Tool for Jupyter Notebooks}}},
  doi          = {{10.1145/3631802.3631824}},
  year         = {{2023}},
}

@inbook{40511,
  author       = {{Hüsing, Sven and Schulte, Carsten and Winkelnkemper, Felix}},
  booktitle    = {{Computer Science Education}},
  isbn         = {{9781350296916}},
  publisher    = {{Bloomsbury Academic}},
  title        = {{{Epistemic Programming}}},
  doi          = {{10.5040/9781350296947.ch-022}},
  year         = {{2023}},
}

@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}},
}