@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 = {{2024}}, } @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}}, } @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}}, } @article{47151, abstract = {{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.}}, 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}}, } @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}}, publisher = {{Emerald}}, title = {{{The data awareness framework as part of data literacies in K-12 education}}}, doi = {{10.1108/ils-06-2023-0075}}, year = {{2023}}, } @inproceedings{47448, abstract = {{In XAI it is important to consider that, in contrast to explanations for professional audiences, one cannot assume common expertise when explaining for laypeople. But such explanations between humans vary greatly, making it difficult to research commonalities across explanations. We used the dual nature theory, a techno-philosophical approach, to cope with these challenges. According to it, one can explain, for example, an XAI's decision by addressing its dual nature: by focusing on the Architecture (e.g., the logic of its algorithms) or the Relevance (e.g., the severity of a decision, the implications of a recommendation). We investigated 20 game explanations using the theory as an analytical framework. We elaborate how we used the theory to quickly structure and compare explanations of technological artifacts. We supplemented results from analyzing the explanation contents with results from a video recall to explore how explainers justified their explanation. We found that explainers were focusing on the physical aspects of the game first (Architecture) and only later on aspects of the Relevance. Reasoning in the video recalls indicated that EX regarded the focus on the Architecture as important for structuring the explanation initially by explaining the basic components before focusing on more complex, intangible aspects. Shifting between addressing the two sides was justified by explanation goals, emerging misunderstandings, and the knowledge needs of the explainee. We discovered several commonalities that inspire future research questions which, if further generalizable, provide first ideas for the construction of synthetic explanations.}}, author = {{Terfloth, Lutz and Schaffer, Michael and Buhl, Heike M. and Schulte, Carsten}}, isbn = {{978-3-031-44069-4}}, location = {{Lisboa}}, publisher = {{Springer, Cham}}, title = {{{Adding Why to What? Analyses of an Everyday Explanation}}}, doi = {{10.1007/978-3-031-44070-0_13}}, year = {{2023}}, } @article{32335, abstract = {{Aspects of data science surround us in many contexts, for example regarding climate change, air pollution, and other environmental issues. To open the “data-science-black-box” for lower secondary school students we developed a data science project focussing on the analysis of self-collected environmental data. We embed this project in computer science education, which enables us to use a new knowledge-based programming approach for the data analysis within Jupyter Notebooks and the programming language Python. In this paper, we evaluate the second cycle of this project which took place in a ninth-grade computer science class. In particular, we present how the students coped with the professional tool of Jupyter Notebooks for doing statistical investigations and which insights they gained.}}, author = {{PODWORNY, SUSANNE and Hüsing, Sven and SCHULTE, CARSTEN}}, issn = {{1570-1824}}, journal = {{STATISTICS EDUCATION RESEARCH JOURNAL}}, keywords = {{Education, Statistics and Probability}}, number = {{2}}, publisher = {{International Association for Statistical Education}}, title = {{{A PLACE FOR A DATA SCIENCE PROJECT IN SCHOOL: BETWEEN STATISTICS AND EPISTEMIC PROGRAMMING}}}, doi = {{10.52041/serj.v21i2.46}}, volume = {{21}}, year = {{2022}}, } @inproceedings{31407, abstract = {{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.}}, 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}}, } @inproceedings{38158, author = {{Winkelnkemper, Felix and Huhmann, Tobias and Bechinie, Dominik and Eilerts, Katja and Lenke, Michael and Schulte, Carsten}}, booktitle = {{Society for Information Technology & Teacher Education International Conference}}, keywords = {{⛔ No DOI found}}, pages = {{1407–1413}}, title = {{{Supporting Geometry Learning Digitally-an Interdisciplinary Project to Foster Spatial Competences and Individual Learning Paths by Using Adaptable Algorithmic Feedback Capabilities}}}, year = {{2022}}, }