[{"type":"conference","department":[{"_id":"67"}],"date_created":"2026-02-25T14:57:57Z","publication":"Proceedings of the IASE 2025 Satellite Conference - Statistics and Data Science Education in STEAM","citation":{"apa":"Fergusson, A., Podworny, S., Fleischer, Y., Hüsing, S., Puloka, M. S., Biehler, R., Pfannkuch, M., Budgett, S., &#38; Dalrymple, M. (2026). 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. <i>Proceedings of the IASE 2025 Satellite Conference - Statistics and Data Science Education in STEAM</i>. <a href=\"https://doi.org/10.52041/iase25.138\">https://doi.org/10.52041/iase25.138</a>","ieee":"A. Fergusson <i>et al.</i>, “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,” 2026, doi: <a href=\"https://doi.org/10.52041/iase25.138\">10.52041/iase25.138</a>.","short":"A. Fergusson, S. Podworny, Y. Fleischer, S. Hüsing, M.S. Puloka, R. Biehler, M. Pfannkuch, S. Budgett, M. Dalrymple, in: Proceedings of the IASE 2025 Satellite Conference - Statistics and Data Science Education in STEAM, International Association for Statistics Education, 2026.","chicago":"Fergusson, Anna, Susanne Podworny, Yannik Fleischer, Sven Hüsing, Malia S. Puloka, Rolf Biehler, Maxine Pfannkuch, Stephanie Budgett, and Michelle Dalrymple. “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.” In <i>Proceedings of the IASE 2025 Satellite Conference - Statistics and Data Science Education in STEAM</i>. International Association for Statistics Education, 2026. <a href=\"https://doi.org/10.52041/iase25.138\">https://doi.org/10.52041/iase25.138</a>.","mla":"Fergusson, Anna, et al. “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.” <i>Proceedings of the IASE 2025 Satellite Conference - Statistics and Data Science Education in STEAM</i>, International Association for Statistics Education, 2026, doi:<a href=\"https://doi.org/10.52041/iase25.138\">10.52041/iase25.138</a>.","ama":"Fergusson A, Podworny S, Fleischer Y, et al. 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. In: <i>Proceedings of the IASE 2025 Satellite Conference - Statistics and Data Science Education in STEAM</i>. International Association for Statistics Education; 2026. doi:<a href=\"https://doi.org/10.52041/iase25.138\">10.52041/iase25.138</a>","bibtex":"@inproceedings{Fergusson_Podworny_Fleischer_Hüsing_Puloka_Biehler_Pfannkuch_Budgett_Dalrymple_2026, 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={<a href=\"https://doi.org/10.52041/iase25.138\">10.52041/iase25.138</a>}, booktitle={Proceedings of the IASE 2025 Satellite Conference - Statistics and Data Science Education in STEAM}, publisher={International Association for Statistics Education}, 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}, year={2026} }"},"doi":"10.52041/iase25.138","user_id":"58465","publisher":"International Association for Statistics Education","_id":"64625","language":[{"iso":"eng"}],"date_updated":"2026-02-25T14:58:49Z","publication_status":"published","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","status":"public","year":"2026","author":[{"full_name":"Fergusson, Anna","first_name":"Anna","last_name":"Fergusson"},{"id":"30619","full_name":"Podworny, Susanne","orcid":"0000-0002-6313-5987","first_name":"Susanne","last_name":"Podworny"},{"id":"42660","first_name":"Yannik","last_name":"Fleischer","orcid":"https://orcid.org/0000-0003-0318-0329","full_name":"Fleischer, Yannik"},{"id":"58465","first_name":"Sven","last_name":"Hüsing","full_name":"Hüsing, Sven"},{"last_name":"Puloka","first_name":"Malia S.","full_name":"Puloka, Malia S."},{"id":"16274","last_name":"Biehler","first_name":"Rolf","full_name":"Biehler, Rolf"},{"last_name":"Pfannkuch","first_name":"Maxine","full_name":"Pfannkuch, Maxine"},{"last_name":"Budgett","first_name":"Stephanie","full_name":"Budgett, Stephanie"},{"full_name":"Dalrymple, Michelle","last_name":"Dalrymple","first_name":"Michelle"}]},{"citation":{"bibtex":"@inproceedings{Hüsing_Musaeus_Caspersen_Schulte_Barendsen_Grgurina_Hauswirth_Lonati_Mani_Monga_et al._2026, title={Epistemic Programming as a Scientific Field: Building a Community of Practice and an Interaction-Based Framework}, DOI={<a href=\"https://doi.org/10.1145/3803401.3812051\">10.1145/3803401.3812051</a>}, booktitle={Proceedings of the 31st ACM Conference on Innovation and Technology in Computer Science Education V. 2}, publisher={ACM}, author={Hüsing, Sven and Musaeus, Line Have and Caspersen, Michael E. and Schulte, Carsten and Barendsen, Erik and Grgurina, Nataša and Hauswirth, Matthias and Lonati, Violetta and Mani, Murali and Monga, Mattia and et al.}, year={2026} }","ama":"Hüsing S, Musaeus LH, Caspersen ME, et al. Epistemic Programming as a Scientific Field: Building a Community of Practice and an Interaction-Based Framework. In: <i>Proceedings of the 31st ACM Conference on Innovation and Technology in Computer Science Education V. 2</i>. ACM; 2026. doi:<a href=\"https://doi.org/10.1145/3803401.3812051\">10.1145/3803401.3812051</a>","mla":"Hüsing, Sven, et al. “Epistemic Programming as a Scientific Field: Building a Community of Practice and an Interaction-Based Framework.” <i>Proceedings of the 31st ACM Conference on Innovation and Technology in Computer Science Education V. 2</i>, ACM, 2026, doi:<a href=\"https://doi.org/10.1145/3803401.3812051\">10.1145/3803401.3812051</a>.","chicago":"Hüsing, Sven, Line Have Musaeus, Michael E. Caspersen, Carsten Schulte, Erik Barendsen, Nataša Grgurina, Matthias Hauswirth, et al. “Epistemic Programming as a Scientific Field: Building a Community of Practice and an Interaction-Based Framework.” In <i>Proceedings of the 31st ACM Conference on Innovation and Technology in Computer Science Education V. 2</i>. ACM, 2026. <a href=\"https://doi.org/10.1145/3803401.3812051\">https://doi.org/10.1145/3803401.3812051</a>.","short":"S. Hüsing, L.H. Musaeus, M.E. Caspersen, C. Schulte, E. Barendsen, N. Grgurina, M. Hauswirth, V. Lonati, M. Mani, M. Monga, H. Nobles, S. Reckinger, D.W. Silvia, S. Sparmann, in: Proceedings of the 31st ACM Conference on Innovation and Technology in Computer Science Education V. 2, ACM, 2026.","ieee":"S. Hüsing <i>et al.</i>, “Epistemic Programming as a Scientific Field: Building a Community of Practice and an Interaction-Based Framework,” 2026, doi: <a href=\"https://doi.org/10.1145/3803401.3812051\">10.1145/3803401.3812051</a>.","apa":"Hüsing, S., Musaeus, L. H., Caspersen, M. E., Schulte, C., Barendsen, E., Grgurina, N., Hauswirth, M., Lonati, V., Mani, M., Monga, M., Nobles, H., Reckinger, S., Silvia, D. W., &#38; Sparmann, S. (2026). Epistemic Programming as a Scientific Field: Building a Community of Practice and an Interaction-Based Framework. <i>Proceedings of the 31st ACM Conference on Innovation and Technology in Computer Science Education V. 2</i>. <a href=\"https://doi.org/10.1145/3803401.3812051\">https://doi.org/10.1145/3803401.3812051</a>"},"publication":"Proceedings of the 31st ACM Conference on Innovation and Technology in Computer Science Education V. 2","date_created":"2026-07-11T22:00:02Z","department":[{"_id":"67"}],"type":"conference","author":[{"id":"58465","full_name":"Hüsing, Sven","first_name":"Sven","last_name":"Hüsing"},{"first_name":"Line Have","last_name":"Musaeus","full_name":"Musaeus, Line Have"},{"full_name":"Caspersen, Michael E.","last_name":"Caspersen","first_name":"Michael E."},{"id":"60311","full_name":"Schulte, Carsten","first_name":"Carsten","last_name":"Schulte"},{"first_name":"Erik","last_name":"Barendsen","full_name":"Barendsen, Erik"},{"first_name":"Nataša","last_name":"Grgurina","full_name":"Grgurina, Nataša"},{"first_name":"Matthias","last_name":"Hauswirth","full_name":"Hauswirth, Matthias"},{"first_name":"Violetta","last_name":"Lonati","full_name":"Lonati, Violetta"},{"full_name":"Mani, Murali","last_name":"Mani","first_name":"Murali"},{"full_name":"Monga, Mattia","last_name":"Monga","first_name":"Mattia"},{"last_name":"Nobles","first_name":"Heidi","full_name":"Nobles, Heidi"},{"last_name":"Reckinger","first_name":"Scott","full_name":"Reckinger, Scott"},{"full_name":"Silvia, Devin W.","first_name":"Devin W.","last_name":"Silvia"},{"last_name":"Sparmann","first_name":"Sören","full_name":"Sparmann, Sören","id":"63216"}],"title":"Epistemic Programming as a Scientific Field: Building a Community of Practice and an Interaction-Based Framework","status":"public","year":"2026","date_updated":"2026-07-11T22:00:38Z","publication_status":"published","publisher":"ACM","_id":"66439","language":[{"iso":"eng"}],"doi":"10.1145/3803401.3812051","user_id":"58465"},{"date_created":"2026-09-22T14:12:57Z","place":"Paderborn","department":[{"_id":"67"}],"type":"dissertation","citation":{"chicago":"Terfloth, Lutz. <i>Between How It Works and What It’s for: An Analysis of Everyday Explanations of a Technical Artifact</i>. Paderborn: Universitätsbibliothek Paderborn, 2026. <a href=\"https://doi.org/10.17619/UNIPB/1-2680\">https://doi.org/10.17619/UNIPB/1-2680</a>.","short":"L. Terfloth, Between How It Works and What It’s for: An Analysis of Everyday Explanations of a Technical Artifact, Universitätsbibliothek Paderborn, Paderborn, 2026.","ieee":"L. Terfloth, <i>Between how it works and what it’s for: an analysis of everyday explanations of a technical artifact</i>. Paderborn: Universitätsbibliothek Paderborn, 2026.","apa":"Terfloth, L. (2026). <i>Between how it works and what it’s for: an analysis of everyday explanations of a technical artifact</i>. Universitätsbibliothek Paderborn. <a href=\"https://doi.org/10.17619/UNIPB/1-2680\">https://doi.org/10.17619/UNIPB/1-2680</a>","bibtex":"@book{Terfloth_2026, place={Paderborn}, title={Between how it works and what it’s for: an analysis of everyday explanations of a technical artifact}, DOI={<a href=\"https://doi.org/10.17619/UNIPB/1-2680\">10.17619/UNIPB/1-2680</a>}, publisher={Universitätsbibliothek Paderborn}, author={Terfloth, Lutz}, year={2026} }","ama":"Terfloth L. <i>Between How It Works and What It’s for: An Analysis of Everyday Explanations of a Technical Artifact</i>. Universitätsbibliothek Paderborn; 2026. doi:<a href=\"https://doi.org/10.17619/UNIPB/1-2680\">10.17619/UNIPB/1-2680</a>","mla":"Terfloth, Lutz. <i>Between How It Works and What It’s for: An Analysis of Everyday Explanations of a Technical Artifact</i>. Universitätsbibliothek Paderborn, 2026, doi:<a href=\"https://doi.org/10.17619/UNIPB/1-2680\">10.17619/UNIPB/1-2680</a>."},"supervisor":[{"id":"60311","first_name":"Carsten","last_name":"Schulte","full_name":"Schulte, Carsten"},{"last_name":"Buhl","first_name":"Heike M.","full_name":"Buhl, Heike M.","id":"27152"},{"full_name":"Barendsen, Erik","first_name":"Erik","last_name":"Barendsen"}],"abstract":[{"lang":"eng","text":"Technische Artefakte besitzen eine duale Natur: Sie haben sowohl eine physische Struktur, als erfüllen sie auch Funktionen im Dienst menschlicher Absichten. Die Technikphilosophie argumentiert, dass ein angemessenes Verständnis solcher Artefakte die Erfassung dieser beiden Seiten und deren Verbindung erfordert. Bislang fehlt es an empirischer Forschung dazu, ob und wie Menschen dies in der Tat bewältigen, wenn sie einander Artefakte erklären. Die vorliegende Dissertation untersucht alltägliche Face-to-face-Erklärungen eines technischen Artefakts, des Brettspiels Quarto, anhand von vier kumulativen Building Blocks (BB1–BB4). Den analytischen Rahmen bildet das im Rahmentext entwickelte Co-Constructive Dual Nature Framework, das zwei Perspektiven auf das Artefakt unterscheidet: Architecture (wie es funktioniert) und Relevance (wozu es dient). Ihre Auswirkungen auf den Erklärungsprozess werden entlang dreier Kriterien theoretisch beschrieben: das Kriterium der dualen Perspektive untermauert die Notwendigkeit, beide Perspektiven zu adressieren; das kollaborative Kriterium untermauert die ko-konstruktiven Dynamiken zwischen Erklärendem und Adressaten; und das kognitive Kriterium untermauert, welche epistemischen Haltungen der Perspektivenwahl zugrunde liegen. BB1 etabliert die Segmentierung nach Intonationsphrasen als reliable Transkriptionsgrundlage für die qualitative Kodierung von Äußerungen, die die duale Natur im Erklärungsinhalt adressieren. BB2 dokumentiert ein robustes Architecture-dominantes Muster in naturalistischen Erklärungen, bei dem Erklärende etwa 60–70% Architecture-Inhalte produzieren und diese als Voraussetzung für Relevance auslegen. BB3 zeigt, dass dieses Muster auch unter systematischem ko-konstruktivem Einfluss von Explainees bestehen bleibt, die etwa Relevance-Interesse signalisieren, jedoch findet teilweise eine Anpassung statt. BB4 prüft letztlich den Effekt des Erkläransatzes auf das Verständnis der Rezipienten: Architecture-fokussierte und Relevance-fokussierte Erklärungen führen zu vergleichbarer Comprehension, doch nur integrierte Erklärungen, die beide Perspektiven verbinden, erzielen signifikant höhere Enabledness. Also genau jene Form des Verstehens, die in Einklang mit Comprehension dann auch kompetentes Handeln mit dem Artefakt ermöglicht. Der zentrale Befund ist eine Spannung zwischen erklärerischem Standard und erklärerischem Bedarf: Genau der Ansatz, der Enabledness erzeugt und damit das tiefste Verständnis ermöglicht, erfordert die Integration beider Perspektiven. In den naturalistischen Erklärungen (BB2) ist dies aber nicht zuverlässig passiert. Diese Spannung hat Konsequenzen für die Informatik- und Technikdidaktik, in der Curricula, die Architecture von Relevance trennen, Gefahr laufen, das integrative Verständnis nicht hinreichend zu fördern und Bildungszielen wie Mündigkeit nicht gerecht zu werden. Aber auch der Bereich von Explainable AI ist betroffen, wenn beispielsweise Feature-Importances genutzt werden, um Erklärungen mit Counterfactuals zu generieren. Diese unterstützen dann zwar die Comprehension, nicht aber die häufig so notwendige Handlungsfähigkeit der Personen, die mithilfe der Erklärung mit solchen intransparenten, aber folgenreichen Systemen interagieren."},{"text":"Technical artifacts have a dual nature: they possess a physical structure that enables them to perform functions associated with human intentions. Philosophy of technology holds that adequate understanding of such artifacts requires grasping both of these sides and their connection, yet little empirical work has examined whether and how people actually navigate this dual nature when explaining artifacts to one another. This dissertation investigates everyday face-to-face explanations of a technical artifact, the board game Quarto, through four cumulative Building Blocks (BB1–BB4). The analytical lens is the Co-Constructive Dual Nature Framework developed herein, which distinguishes two perspectives on the artifact, Architecture (how it works) and Relevance (what it is for). Their interplay is examined along three criteria: a dual-perspective criterion concerning the need to address both perspectives, a collaborative criterion concerning the co-constructive dynamics between explainer and explainee, and a cognitive criterion concerning the epistemic modes of construal that underlie perspective selection. BB1 establishes intonation-phrase segmentation as a reliable transcription basis for the qualitative coding of utterances addressing the dual nature in explanation content. BB2 documents a robust Architecture-dominant pattern in naturalistic explanations, with explainers producing approximately 60–70% Architecture content and communicating it as a prerequisite for Relevance. BB3 shows that this baseline persists even under systematic co-constructive pressure from explainees signalling, for example, Relevance interest, though partial adaptation occurs. BB4 experimentally tests the effect of explanatory approach on recipients’ understanding: Architecture-focused and Relevance-focused explanations produce equivalent comprehension, but only integrated explanations that connect both yield significantly higher enabledness with the artifact. The central finding is a tension between explanatory default and explanatory need: the approach that yields enabledness and thus produces the deepest understanding demands the integration of both perspectives. In the naturalistic explanations (BB2), this integration was not reliably produced. This tension carries consequences for computing and technology education, where curricula that separate Architecture from Relevance risk failing to sufficiently foster integrative understanding, and thereby risk falling short of educational aims such as self-determination. Explainable AI is likewise affected: when, for instance, feature importances are used to generate counterfactual explanations, these may support comprehension but not the agency that people who interact with opaque but consequential systems require.","lang":"eng"}],"language":[{"iso":"eng"}],"_id":"67231","publisher":"Universitätsbibliothek Paderborn","user_id":"37320","doi":"10.17619/UNIPB/1-2680","author":[{"id":"37320","last_name":"Terfloth","first_name":"Lutz","full_name":"Terfloth, Lutz"}],"status":"public","year":"2026","title":"Between how it works and what it's for: an analysis of everyday explanations of a technical artifact","publication_status":"published","date_updated":"2026-09-22T14:16:03Z"},{"date_created":"2026-01-14T08:09:20Z","type":"dissertation","department":[{"_id":"67"}],"oa":"1","citation":{"mla":"Höper, Lukas. <i>Entwicklung Und Evaluation Des Konzepts Datenbewusstsein Für Informatische Bildung</i>. 2025, doi:<a href=\"https://doi.org/10.17619/UNIPB/1-2420\">https://doi.org/10.17619/UNIPB/1-2420</a>.","bibtex":"@book{Höper_2025, title={Entwicklung und Evaluation des Konzepts Datenbewusstsein für informatische Bildung}, DOI={<a href=\"https://doi.org/10.17619/UNIPB/1-2420\">https://doi.org/10.17619/UNIPB/1-2420</a>}, author={Höper, Lukas}, year={2025} }","ama":"Höper L. <i>Entwicklung Und Evaluation Des Konzepts Datenbewusstsein Für Informatische Bildung</i>.; 2025. doi:<a href=\"https://doi.org/10.17619/UNIPB/1-2420\">https://doi.org/10.17619/UNIPB/1-2420</a>","ieee":"L. Höper, <i>Entwicklung und Evaluation des Konzepts Datenbewusstsein für informatische Bildung</i>. 2025.","apa":"Höper, L. (2025). <i>Entwicklung und Evaluation des Konzepts Datenbewusstsein für informatische Bildung</i>. <a href=\"https://doi.org/10.17619/UNIPB/1-2420\">https://doi.org/10.17619/UNIPB/1-2420</a>","chicago":"Höper, Lukas. <i>Entwicklung Und Evaluation Des Konzepts Datenbewusstsein Für Informatische Bildung</i>, 2025. <a href=\"https://doi.org/10.17619/UNIPB/1-2420\">https://doi.org/10.17619/UNIPB/1-2420</a>.","short":"L. Höper, Entwicklung Und Evaluation Des Konzepts Datenbewusstsein Für Informatische Bildung, 2025."},"abstract":[{"text":"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.","lang":"ger"},{"lang":"eng","text":"Nowadays, data-driven digital artefacts have become an integral part of our everyday lives. In interactions with such artefacts, data plays a central role, including personal data of students who use these systems, for example. From the perspective of computing education, a key goal is to enable students to understand data-driven digital artefacts from their everyday lives, to adopt informed and reflected positions towards them, and to actively shape the digital world. This, in turn, requires that students are able to apply what they have learned in classes to their everyday interactions with data-driven digital artefacts, allowing them to engage critically with these artefacts and the role of data, and to act in a self-determined, agentic, and responsible way. In line with these goals of computing education, this dissertation develops and evaluates the data awareness framework (Datenbewusstsein). Data awareness provides students with an explanatory model that serves as a means of accessing the data-driven world, aiming to help them perceive, understand, and reflect on both their own role in interactions with data-driven digital artefacts and the role of data in those interactions. In doing so, data awareness aims to support students in acting in a self-determined, agentic, and responsible way in a data-driven world. The development and evaluation of the framework follows a design-based research approach, for which a specific procedural model was developed from a computing education perspective. The dissertation has two overarching goals: first, to develop a theoretical framework for data awareness in computing education, and second, to develop an educational approach for fostering students' data awareness. Over three iterative cycles, students' data awareness will be empirically examined through teaching units in computing classes. The focus lies, among other things, on students' understanding of the role of data in data-driven digital artefacts, on fostering their engagement with such artefacts in everyday life, and on contributing to the development of their agency and empowered behaviour. Two main outcomes of this dissertation are the conceptualisation of data awareness and the development of the educational approach to learning explanatory models in computing education. Accordingly, students learn an explanatory model for data awareness in teaching units and apply it to everyday examples of data-driven digital artefacts. The empirical findings will show that students understand the model, perceive it as subjectively relevant to their everyday lives, and that it can support empowered behaviour and agency."}],"main_file_link":[{"open_access":"1","url":"https://digital.ub.uni-paderborn.de/hs/download/pdf/8100043"}],"language":[{"iso":"eng"}],"_id":"63606","user_id":"58041","doi":"https://doi.org/10.17619/UNIPB/1-2420","year":"2025","title":"Entwicklung und Evaluation des Konzepts Datenbewusstsein für informatische Bildung","status":"public","author":[{"first_name":"Lukas","last_name":"Höper","full_name":"Höper, Lukas","id":"58041"}],"date_updated":"2026-01-14T08:13:30Z"},{"title":"Normatives Modellieren im Kontext des Klimawandels – wie viel CO2 stoßen Lebensmittel aus?","year":"2025","status":"public","author":[{"first_name":"Lara","last_name":"Gildehaus","full_name":"Gildehaus, Lara"},{"full_name":"Liebendörfer, Michael","last_name":"Liebendörfer","first_name":"Michael"},{"full_name":"Hüsing, Sven","last_name":"Hüsing","first_name":"Sven","id":"58465"},{"last_name":"Gottschalk","first_name":"Rebecca","full_name":"Gottschalk, Rebecca"},{"full_name":"Strauß, Franzisca","last_name":"Strauß","first_name":"Franzisca"}],"publication_identifier":{"isbn":["9783662699881","9783662699898"],"issn":["2625-3550","2625-3569"]},"publication_status":"published","date_updated":"2026-01-29T10:08:20Z","publisher":"Springer Berlin Heidelberg","_id":"63801","language":[{"iso":"ger"}],"user_id":"58465","doi":"10.1007/978-3-662-69989-8_6","publication":"Realitätsbezüge im Mathematikunterricht","citation":{"bibtex":"@inbook{Gildehaus_Liebendörfer_Hüsing_Gottschalk_Strauß_2025, place={Berlin, Heidelberg}, title={Normatives Modellieren im Kontext des Klimawandels – wie viel CO2 stoßen Lebensmittel aus?}, DOI={<a href=\"https://doi.org/10.1007/978-3-662-69989-8_6\">10.1007/978-3-662-69989-8_6</a>}, booktitle={Realitätsbezüge im Mathematikunterricht}, publisher={Springer Berlin Heidelberg}, author={Gildehaus, Lara and Liebendörfer, Michael and Hüsing, Sven and Gottschalk, Rebecca and Strauß, Franzisca}, year={2025} }","ama":"Gildehaus L, Liebendörfer M, Hüsing S, Gottschalk R, Strauß F. Normatives Modellieren im Kontext des Klimawandels – wie viel CO2 stoßen Lebensmittel aus? In: <i>Realitätsbezüge im Mathematikunterricht</i>. Springer Berlin Heidelberg; 2025. doi:<a href=\"https://doi.org/10.1007/978-3-662-69989-8_6\">10.1007/978-3-662-69989-8_6</a>","mla":"Gildehaus, Lara, et al. “Normatives Modellieren im Kontext des Klimawandels – wie viel CO2 stoßen Lebensmittel aus?” <i>Realitätsbezüge im Mathematikunterricht</i>, Springer Berlin Heidelberg, 2025, doi:<a href=\"https://doi.org/10.1007/978-3-662-69989-8_6\">10.1007/978-3-662-69989-8_6</a>.","short":"L. Gildehaus, M. Liebendörfer, S. Hüsing, R. Gottschalk, F. Strauß, in: Realitätsbezüge im Mathematikunterricht, Springer Berlin Heidelberg, Berlin, Heidelberg, 2025.","chicago":"Gildehaus, Lara, Michael Liebendörfer, Sven Hüsing, Rebecca Gottschalk, and Franzisca Strauß. “Normatives Modellieren im Kontext des Klimawandels – wie viel CO2 stoßen Lebensmittel aus?” In <i>Realitätsbezüge im Mathematikunterricht</i>. Berlin, Heidelberg: Springer Berlin Heidelberg, 2025. <a href=\"https://doi.org/10.1007/978-3-662-69989-8_6\">https://doi.org/10.1007/978-3-662-69989-8_6</a>.","ieee":"L. Gildehaus, M. Liebendörfer, S. Hüsing, R. Gottschalk, and F. Strauß, “Normatives Modellieren im Kontext des Klimawandels – wie viel CO2 stoßen Lebensmittel aus?,” in <i>Realitätsbezüge im Mathematikunterricht</i>, Berlin, Heidelberg: Springer Berlin Heidelberg, 2025.","apa":"Gildehaus, L., Liebendörfer, M., Hüsing, S., Gottschalk, R., &#38; Strauß, F. (2025). Normatives Modellieren im Kontext des Klimawandels – wie viel CO2 stoßen Lebensmittel aus? In <i>Realitätsbezüge im Mathematikunterricht</i>. Springer Berlin Heidelberg. <a href=\"https://doi.org/10.1007/978-3-662-69989-8_6\">https://doi.org/10.1007/978-3-662-69989-8_6</a>"},"date_created":"2026-01-29T10:01:05Z","place":"Berlin, Heidelberg","type":"book_chapter","department":[{"_id":"67"}]},{"publication":"Beiträge zum Mathematikunterricht; 58","citation":{"mla":"Stoppel, Hannes, and Sven Hüsing. “Konstruktionistisches Geometrielernen Durch Epistemisches Programmieren in Scratch.” <i>Beiträge Zum Mathematikunterricht; 58</i>, Gesellschaft für Didaktik der Mathematik, 2025, doi:<a href=\"https://doi.org/10.17877/DE290R-25995\">10.17877/DE290R-25995</a>.","ama":"Stoppel H, Hüsing S. Konstruktionistisches Geometrielernen durch epistemisches Programmieren in Scratch. <i>Beiträge zum Mathematikunterricht; 58</i>. Published online 2025. doi:<a href=\"https://doi.org/10.17877/DE290R-25995\">10.17877/DE290R-25995</a>","bibtex":"@article{Stoppel_Hüsing_2025, title={Konstruktionistisches Geometrielernen durch epistemisches Programmieren in Scratch}, DOI={<a href=\"https://doi.org/10.17877/DE290R-25995\">10.17877/DE290R-25995</a>}, journal={Beiträge zum Mathematikunterricht; 58}, publisher={Gesellschaft für Didaktik der Mathematik}, author={Stoppel, Hannes and Hüsing, Sven}, year={2025} }","apa":"Stoppel, H., &#38; Hüsing, S. (2025). Konstruktionistisches Geometrielernen durch epistemisches Programmieren in Scratch. <i>Beiträge Zum Mathematikunterricht; 58</i>. <a href=\"https://doi.org/10.17877/DE290R-25995\">https://doi.org/10.17877/DE290R-25995</a>","ieee":"H. Stoppel and S. Hüsing, “Konstruktionistisches Geometrielernen durch epistemisches Programmieren in Scratch,” <i>Beiträge zum Mathematikunterricht; 58</i>, 2025, doi: <a href=\"https://doi.org/10.17877/DE290R-25995\">10.17877/DE290R-25995</a>.","chicago":"Stoppel, Hannes, and Sven Hüsing. “Konstruktionistisches Geometrielernen Durch Epistemisches Programmieren in Scratch.” <i>Beiträge Zum Mathematikunterricht; 58</i>, 2025. <a href=\"https://doi.org/10.17877/DE290R-25995\">https://doi.org/10.17877/DE290R-25995</a>.","short":"H. Stoppel, S. Hüsing, Beiträge Zum Mathematikunterricht; 58 (2025)."},"date_created":"2026-01-29T10:07:30Z","type":"journal_article","department":[{"_id":"67"}],"year":"2025","title":"Konstruktionistisches Geometrielernen durch epistemisches Programmieren in Scratch","status":"public","author":[{"last_name":"Stoppel","first_name":"Hannes","full_name":"Stoppel, Hannes"},{"full_name":"Hüsing, Sven","first_name":"Sven","last_name":"Hüsing","id":"58465"}],"date_updated":"2026-01-29T10:08:55Z","language":[{"iso":"eng"}],"_id":"63805","publisher":"Gesellschaft für Didaktik der Mathematik","user_id":"58465","doi":"10.17877/DE290R-25995"},{"publication":"Symposium on integrating AI and data science into school education across disciplines","citation":{"ama":"Hüsing S, Podworny S. 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. In: <i>Symposium on Integrating AI and Data Science into School Education across Disciplines</i>. ; 2025.","bibtex":"@inproceedings{Hüsing_Podworny_2025, 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}, booktitle={Symposium on integrating AI and data science into school education across disciplines}, author={Hüsing, Sven and Podworny, Susanne}, year={2025} }","mla":"Hüsing, Sven, and Susanne Podworny. “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.” <i>Symposium on Integrating AI and Data Science into School Education across Disciplines</i>, 2025.","short":"S. Hüsing, S. Podworny, in: Symposium on Integrating AI and Data Science into School Education across Disciplines, 2025.","chicago":"Hüsing, Sven, and Susanne Podworny. “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.” In <i>Symposium on Integrating AI and Data Science into School Education across Disciplines</i>, 2025.","apa":"Hüsing, S., &#38; Podworny, S. (2025). 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. <i>Symposium on Integrating AI and Data Science into School Education across Disciplines</i>.","ieee":"S. Hüsing and S. Podworny, “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,” 2025."},"type":"conference","department":[{"_id":"67"}],"date_created":"2026-01-29T10:03:06Z","date_updated":"2026-01-29T10:09:10Z","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","status":"public","author":[{"id":"58465","last_name":"Hüsing","first_name":"Sven","full_name":"Hüsing, Sven"},{"full_name":"Podworny, Susanne","orcid":"0000-0002-6313-5987","last_name":"Podworny","first_name":"Susanne","id":"30619"}],"user_id":"58465","language":[{"iso":"eng"}],"_id":"63803"},{"user_id":"98454","doi":"10.1007/978-3-032-01222-7_8","_id":"61222","publisher":"Springer Nature Switzerland","language":[{"iso":"eng"}],"publication_status":"published","date_updated":"2025-09-11T14:07:54Z","title":"Assessing AI Literacy: A Systematic Review of Questionnaires with Emphasis on Affective, Behavioral, Cognitive, and Ethical Aspects","year":"2025","status":"public","author":[{"full_name":"Lenke, Michael","last_name":"Lenke","first_name":"Michael","id":"32621"},{"full_name":"Klowait, Nils","last_name":"Klowait","orcid":"0000-0002-7347-099X","first_name":"Nils","id":"98454"},{"full_name":"Biere, Lea","last_name":"Biere","first_name":"Lea","id":"46664"},{"first_name":"Carsten","last_name":"Schulte","full_name":"Schulte, Carsten","id":"60311"}],"publication_identifier":{"issn":["0302-9743","1611-3349"],"isbn":["9783032012210","9783032012227"]},"type":"book_chapter","department":[{"_id":"67"}],"date_created":"2025-09-11T14:02:42Z","place":"Cham","project":[{"_id":"119","name":"TRR 318 - Project Area Ö"}],"publication":"Lecture Notes in Computer Science","citation":{"short":"M. Lenke, N. Klowait, L. Biere, C. Schulte, in: Lecture Notes in Computer Science, Springer Nature Switzerland, Cham, 2025.","chicago":"Lenke, Michael, Nils Klowait, Lea Biere, and Carsten Schulte. “Assessing AI Literacy: A Systematic Review of Questionnaires with Emphasis on Affective, Behavioral, Cognitive, and Ethical Aspects.” In <i>Lecture Notes in Computer Science</i>. Cham: Springer Nature Switzerland, 2025. <a href=\"https://doi.org/10.1007/978-3-032-01222-7_8\">https://doi.org/10.1007/978-3-032-01222-7_8</a>.","ieee":"M. Lenke, N. Klowait, L. Biere, and C. Schulte, “Assessing AI Literacy: A Systematic Review of Questionnaires with Emphasis on Affective, Behavioral, Cognitive, and Ethical Aspects,” in <i>Lecture Notes in Computer Science</i>, Cham: Springer Nature Switzerland, 2025.","apa":"Lenke, M., Klowait, N., Biere, L., &#38; Schulte, C. (2025). Assessing AI Literacy: A Systematic Review of Questionnaires with Emphasis on Affective, Behavioral, Cognitive, and Ethical Aspects. In <i>Lecture Notes in Computer Science</i>. Springer Nature Switzerland. <a href=\"https://doi.org/10.1007/978-3-032-01222-7_8\">https://doi.org/10.1007/978-3-032-01222-7_8</a>","bibtex":"@inbook{Lenke_Klowait_Biere_Schulte_2025, place={Cham}, title={Assessing AI Literacy: A Systematic Review of Questionnaires with Emphasis on Affective, Behavioral, Cognitive, and Ethical Aspects}, DOI={<a href=\"https://doi.org/10.1007/978-3-032-01222-7_8\">10.1007/978-3-032-01222-7_8</a>}, booktitle={Lecture Notes in Computer Science}, publisher={Springer Nature Switzerland}, author={Lenke, Michael and Klowait, Nils and Biere, Lea and Schulte, Carsten}, year={2025} }","ama":"Lenke M, Klowait N, Biere L, Schulte C. Assessing AI Literacy: A Systematic Review of Questionnaires with Emphasis on Affective, Behavioral, Cognitive, and Ethical Aspects. In: <i>Lecture Notes in Computer Science</i>. Springer Nature Switzerland; 2025. doi:<a href=\"https://doi.org/10.1007/978-3-032-01222-7_8\">10.1007/978-3-032-01222-7_8</a>","mla":"Lenke, Michael, et al. “Assessing AI Literacy: A Systematic Review of Questionnaires with Emphasis on Affective, Behavioral, Cognitive, and Ethical Aspects.” <i>Lecture Notes in Computer Science</i>, Springer Nature Switzerland, 2025, doi:<a href=\"https://doi.org/10.1007/978-3-032-01222-7_8\">10.1007/978-3-032-01222-7_8</a>."}},{"doi":"10.15388/infedu.2025.09","user_id":"37320","publisher":"Vilnius University Press","_id":"60357","language":[{"iso":"eng"}],"main_file_link":[{"url":"https://infedu.vu.lt/journal/INFEDU/article/805/info","open_access":"1"}],"date_updated":"2025-06-24T10:02:22Z","publication_status":"published","publication_identifier":{"issn":["1648-5831","2335-8971"]},"author":[{"full_name":"Terfloth, Lutz","last_name":"Terfloth","first_name":"Lutz","id":"37320"},{"full_name":"Lohmer, Vivien","first_name":"Vivien","last_name":"Lohmer"},{"last_name":"Kern","first_name":"Friederike","full_name":"Kern, Friederike"},{"full_name":"Schulte, Carsten","first_name":"Carsten","last_name":"Schulte","id":"60311"}],"status":"public","title":"Transcription in Computing Education Research: A Review and Recommendations","year":"2025","oa":"1","department":[{"_id":"67"}],"type":"journal_article","date_created":"2025-06-24T10:00:27Z","abstract":[{"lang":"eng","text":"<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>"}],"citation":{"ieee":"L. Terfloth, V. Lohmer, F. Kern, and C. Schulte, “Transcription in Computing Education Research: A Review and Recommendations,” <i>Informatics in Education</i>, 2025, doi: <a href=\"https://doi.org/10.15388/infedu.2025.09\">10.15388/infedu.2025.09</a>.","apa":"Terfloth, L., Lohmer, V., Kern, F., &#38; Schulte, C. (2025). Transcription in Computing Education Research: A Review and Recommendations. <i>Informatics in Education</i>. <a href=\"https://doi.org/10.15388/infedu.2025.09\">https://doi.org/10.15388/infedu.2025.09</a>","chicago":"Terfloth, Lutz, Vivien Lohmer, Friederike Kern, and Carsten Schulte. “Transcription in Computing Education Research: A Review and Recommendations.” <i>Informatics in Education</i>, 2025. <a href=\"https://doi.org/10.15388/infedu.2025.09\">https://doi.org/10.15388/infedu.2025.09</a>.","short":"L. Terfloth, V. Lohmer, F. Kern, C. Schulte, Informatics in Education (2025).","mla":"Terfloth, Lutz, et al. “Transcription in Computing Education Research: A Review and Recommendations.” <i>Informatics in Education</i>, Vilnius University Press, 2025, doi:<a href=\"https://doi.org/10.15388/infedu.2025.09\">10.15388/infedu.2025.09</a>.","bibtex":"@article{Terfloth_Lohmer_Kern_Schulte_2025, title={Transcription in Computing Education Research: A Review and Recommendations}, DOI={<a href=\"https://doi.org/10.15388/infedu.2025.09\">10.15388/infedu.2025.09</a>}, journal={Informatics in Education}, publisher={Vilnius University Press}, author={Terfloth, Lutz and Lohmer, Vivien and Kern, Friederike and Schulte, Carsten}, year={2025} }","ama":"Terfloth L, Lohmer V, Kern F, Schulte C. Transcription in Computing Education Research: A Review and Recommendations. <i>Informatics in Education</i>. Published online 2025. doi:<a href=\"https://doi.org/10.15388/infedu.2025.09\">10.15388/infedu.2025.09</a>"},"publication":"Informatics in Education"},{"type":"journal_article","department":[{"_id":"67"}],"date_created":"2025-07-03T15:26:53Z","publication":"Computer Science Education","citation":{"apa":"Höper, L., &#38; Schulte, C. (2025). ReVEAL model and its application to revealing viewpoints on educational approaches to learning about data and AI. <i>Computer Science Education</i>, 1–33. <a href=\"https://doi.org/10.1080/08993408.2025.2516957\">https://doi.org/10.1080/08993408.2025.2516957</a>","ieee":"L. Höper and C. Schulte, “ReVEAL model and its application to revealing viewpoints on educational approaches to learning about data and AI,” <i>Computer Science Education</i>, pp. 1–33, 2025, doi: <a href=\"https://doi.org/10.1080/08993408.2025.2516957\">10.1080/08993408.2025.2516957</a>.","chicago":"Höper, Lukas, and Carsten Schulte. “ReVEAL Model and Its Application to Revealing Viewpoints on Educational Approaches to Learning about Data and AI.” <i>Computer Science Education</i>, 2025, 1–33. <a href=\"https://doi.org/10.1080/08993408.2025.2516957\">https://doi.org/10.1080/08993408.2025.2516957</a>.","short":"L. Höper, C. Schulte, Computer Science Education (2025) 1–33.","mla":"Höper, Lukas, and Carsten Schulte. “ReVEAL Model and Its Application to Revealing Viewpoints on Educational Approaches to Learning about Data and AI.” <i>Computer Science Education</i>, Informa UK Limited, 2025, pp. 1–33, doi:<a href=\"https://doi.org/10.1080/08993408.2025.2516957\">10.1080/08993408.2025.2516957</a>.","ama":"Höper L, Schulte C. ReVEAL model and its application to revealing viewpoints on educational approaches to learning about data and AI. <i>Computer Science Education</i>. Published online 2025:1-33. doi:<a href=\"https://doi.org/10.1080/08993408.2025.2516957\">10.1080/08993408.2025.2516957</a>","bibtex":"@article{Höper_Schulte_2025, title={ReVEAL model and its application to revealing viewpoints on educational approaches to learning about data and AI}, DOI={<a href=\"https://doi.org/10.1080/08993408.2025.2516957\">10.1080/08993408.2025.2516957</a>}, journal={Computer Science Education}, publisher={Informa UK Limited}, author={Höper, Lukas and Schulte, Carsten}, year={2025}, pages={1–33} }"},"doi":"10.1080/08993408.2025.2516957","user_id":"58041","page":"1-33","_id":"60508","language":[{"iso":"eng"}],"publisher":"Informa UK Limited","date_updated":"2025-07-03T15:28:06Z","publication_status":"published","year":"2025","title":"ReVEAL model and its application to revealing viewpoints on educational approaches to learning about data and AI","status":"public","author":[{"id":"58041","full_name":"Höper, Lukas","last_name":"Höper","first_name":"Lukas"},{"first_name":"Carsten","last_name":"Schulte","full_name":"Schulte, Carsten","id":"60311"}],"publication_identifier":{"issn":["0899-3408","1744-5175"]}},{"citation":{"mla":"Hüsing, Sven, et al. “Using Worked Examples for Engaging in Epistemic Programming Projects.” <i>Proceedings of the 55th ACM Technical Symposium on Computer Science Education V. 1</i>, ACM, 2024, doi:<a href=\"https://doi.org/10.1145/3626252.3630961\">10.1145/3626252.3630961</a>.","ama":"Hüsing S, Schulte C, Sparmann S, Bolte M. Using Worked Examples for Engaging in Epistemic Programming Projects. In: <i>Proceedings of the 55th ACM Technical Symposium on Computer Science Education V. 1</i>. ACM; 2024. doi:<a href=\"https://doi.org/10.1145/3626252.3630961\">10.1145/3626252.3630961</a>","bibtex":"@inproceedings{Hüsing_Schulte_Sparmann_Bolte_2024, title={Using Worked Examples for Engaging in Epistemic Programming Projects}, DOI={<a href=\"https://doi.org/10.1145/3626252.3630961\">10.1145/3626252.3630961</a>}, booktitle={Proceedings of the 55th ACM Technical Symposium on Computer Science Education V. 1}, publisher={ACM}, author={Hüsing, Sven and Schulte, Carsten and Sparmann, Sören and Bolte, Mario}, year={2024} }","apa":"Hüsing, S., Schulte, C., Sparmann, S., &#38; Bolte, M. (2024). Using Worked Examples for Engaging in Epistemic Programming Projects. <i>Proceedings of the 55th ACM Technical Symposium on Computer Science Education V. 1</i>. <a href=\"https://doi.org/10.1145/3626252.3630961\">https://doi.org/10.1145/3626252.3630961</a>","ieee":"S. Hüsing, C. Schulte, S. Sparmann, and M. Bolte, “Using Worked Examples for Engaging in Epistemic Programming Projects,” 2024, doi: <a href=\"https://doi.org/10.1145/3626252.3630961\">10.1145/3626252.3630961</a>.","short":"S. Hüsing, C. Schulte, S. Sparmann, M. Bolte, in: Proceedings of the 55th ACM Technical Symposium on Computer Science Education V. 1, ACM, 2024.","chicago":"Hüsing, Sven, Carsten Schulte, Sören Sparmann, and Mario Bolte. “Using Worked Examples for Engaging in Epistemic Programming Projects.” In <i>Proceedings of the 55th ACM Technical Symposium on Computer Science Education V. 1</i>. ACM, 2024. <a href=\"https://doi.org/10.1145/3626252.3630961\">https://doi.org/10.1145/3626252.3630961</a>."},"publication":"Proceedings of the 55th ACM Technical Symposium on Computer Science Education V. 1","date_created":"2024-03-08T08:01:50Z","department":[{"_id":"67"}],"type":"conference","author":[{"full_name":"Hüsing, Sven","first_name":"Sven","last_name":"Hüsing","id":"58465"},{"full_name":"Schulte, Carsten","last_name":"Schulte","first_name":"Carsten","id":"60311"},{"first_name":"Sören","last_name":"Sparmann","full_name":"Sparmann, Sören","id":"63216"},{"full_name":"Bolte, Mario","first_name":"Mario","last_name":"Bolte"}],"title":"Using Worked Examples for Engaging in Epistemic Programming Projects","status":"public","year":"2024","publication_status":"published","date_updated":"2024-03-21T23:19:04Z","publisher":"ACM","_id":"52379","language":[{"iso":"eng"}],"user_id":"58465","doi":"10.1145/3626252.3630961"},{"date_created":"2024-06-18T06:40:20Z","type":"conference","department":[{"_id":"67"}],"publication":"Proceedings of the 2024 Symposium on Eye Tracking Research and Applications","citation":{"ama":"Hüsing S, Sparmann S, Schulte C, Bolte M. Identifying K-12 Students’ Approaches to Using Worked Examples for Epistemic Programming. In: <i>Proceedings of the 2024 Symposium on Eye Tracking Research and Applications</i>. ACM; 2024. doi:<a href=\"https://doi.org/10.1145/3649902.3655094\">10.1145/3649902.3655094</a>","bibtex":"@inproceedings{Hüsing_Sparmann_Schulte_Bolte_2024, title={Identifying K-12 Students’ Approaches to Using Worked Examples for Epistemic Programming}, DOI={<a href=\"https://doi.org/10.1145/3649902.3655094\">10.1145/3649902.3655094</a>}, booktitle={Proceedings of the 2024 Symposium on Eye Tracking Research and Applications}, publisher={ACM}, author={Hüsing, Sven and Sparmann, Sören and Schulte, Carsten and Bolte, Mario}, year={2024} }","mla":"Hüsing, Sven, et al. “Identifying K-12 Students’ Approaches to Using Worked Examples for Epistemic Programming.” <i>Proceedings of the 2024 Symposium on Eye Tracking Research and Applications</i>, ACM, 2024, doi:<a href=\"https://doi.org/10.1145/3649902.3655094\">10.1145/3649902.3655094</a>.","chicago":"Hüsing, Sven, Sören Sparmann, Carsten Schulte, and Mario Bolte. “Identifying K-12 Students’ Approaches to Using Worked Examples for Epistemic Programming.” In <i>Proceedings of the 2024 Symposium on Eye Tracking Research and Applications</i>. ACM, 2024. <a href=\"https://doi.org/10.1145/3649902.3655094\">https://doi.org/10.1145/3649902.3655094</a>.","short":"S. Hüsing, S. Sparmann, C. Schulte, M. Bolte, in: Proceedings of the 2024 Symposium on Eye Tracking Research and Applications, ACM, 2024.","apa":"Hüsing, S., Sparmann, S., Schulte, C., &#38; Bolte, M. (2024). Identifying K-12 Students’ Approaches to Using Worked Examples for Epistemic Programming. <i>Proceedings of the 2024 Symposium on Eye Tracking Research and Applications</i>. <a href=\"https://doi.org/10.1145/3649902.3655094\">https://doi.org/10.1145/3649902.3655094</a>","ieee":"S. Hüsing, S. Sparmann, C. Schulte, and M. Bolte, “Identifying K-12 Students’ Approaches to Using Worked Examples for Epistemic Programming,” 2024, doi: <a href=\"https://doi.org/10.1145/3649902.3655094\">10.1145/3649902.3655094</a>."},"_id":"54796","publisher":"ACM","language":[{"iso":"eng"}],"doi":"10.1145/3649902.3655094","user_id":"58465","title":"Identifying K-12 Students' Approaches to Using Worked Examples for Epistemic Programming","year":"2024","status":"public","author":[{"id":"58465","last_name":"Hüsing","first_name":"Sven","full_name":"Hüsing, Sven"},{"last_name":"Sparmann","first_name":"Sören","full_name":"Sparmann, Sören","id":"63216"},{"full_name":"Schulte, Carsten","last_name":"Schulte","first_name":"Carsten","id":"60311"},{"full_name":"Bolte, Mario","first_name":"Mario","last_name":"Bolte"}],"date_updated":"2024-06-18T06:40:47Z","publication_status":"published"},{"publication_identifier":{"issn":["2662-5970","2662-5989"],"isbn":["9783658442477","9783658442484"]},"author":[{"id":"58041","first_name":"Lukas","last_name":"Höper","full_name":"Höper, Lukas"},{"id":"60311","first_name":"Carsten","last_name":"Schulte","full_name":"Schulte, Carsten"},{"full_name":"Benzmüller, Christoph","first_name":"Christoph","last_name":"Benzmüller"}],"year":"2024","title":"Verantwortung","status":"public","date_updated":"2024-10-09T13:54:11Z","publication_status":"published","publisher":"Springer Fachmedien Wiesbaden","_id":"56476","language":[{"iso":"ger"}],"editor":[{"full_name":"Furbach, Ulrich","first_name":"Ulrich","last_name":"Furbach"},{"last_name":"Kitzelmann","first_name":"Emanuel","full_name":"Kitzelmann, Emanuel"},{"last_name":"Michaeli","first_name":"Tilman","full_name":"Michaeli, Tilman"},{"full_name":"Schmid, Ute","first_name":"Ute","last_name":"Schmid"}],"doi":"10.1007/978-3-658-44248-4_16","user_id":"58041","citation":{"chicago":"Höper, Lukas, Carsten Schulte, and Christoph Benzmüller. “Verantwortung.” In <i>Künstliche Intelligenz für Lehrkräfte</i>, edited by Ulrich Furbach, Emanuel Kitzelmann, Tilman Michaeli, and Ute Schmid. Wiesbaden: Springer Fachmedien Wiesbaden, 2024. <a href=\"https://doi.org/10.1007/978-3-658-44248-4_16\">https://doi.org/10.1007/978-3-658-44248-4_16</a>.","short":"L. Höper, C. Schulte, C. Benzmüller, in: U. Furbach, E. Kitzelmann, T. Michaeli, U. Schmid (Eds.), Künstliche Intelligenz für Lehrkräfte, Springer Fachmedien Wiesbaden, Wiesbaden, 2024.","apa":"Höper, L., Schulte, C., &#38; Benzmüller, C. (2024). Verantwortung. In U. Furbach, E. Kitzelmann, T. Michaeli, &#38; U. Schmid (Eds.), <i>Künstliche Intelligenz für Lehrkräfte</i>. Springer Fachmedien Wiesbaden. <a href=\"https://doi.org/10.1007/978-3-658-44248-4_16\">https://doi.org/10.1007/978-3-658-44248-4_16</a>","ieee":"L. Höper, C. Schulte, and C. Benzmüller, “Verantwortung,” in <i>Künstliche Intelligenz für Lehrkräfte</i>, U. Furbach, E. Kitzelmann, T. Michaeli, and U. Schmid, Eds. Wiesbaden: Springer Fachmedien Wiesbaden, 2024.","ama":"Höper L, Schulte C, Benzmüller C. Verantwortung. In: Furbach U, Kitzelmann E, Michaeli T, Schmid U, eds. <i>Künstliche Intelligenz für Lehrkräfte</i>. Springer Fachmedien Wiesbaden; 2024. doi:<a href=\"https://doi.org/10.1007/978-3-658-44248-4_16\">10.1007/978-3-658-44248-4_16</a>","bibtex":"@inbook{Höper_Schulte_Benzmüller_2024, place={Wiesbaden}, title={Verantwortung}, DOI={<a href=\"https://doi.org/10.1007/978-3-658-44248-4_16\">10.1007/978-3-658-44248-4_16</a>}, booktitle={Künstliche Intelligenz für Lehrkräfte}, publisher={Springer Fachmedien Wiesbaden}, author={Höper, Lukas and Schulte, Carsten and Benzmüller, Christoph}, editor={Furbach, Ulrich and Kitzelmann, Emanuel and Michaeli, Tilman and Schmid, Ute}, year={2024} }","mla":"Höper, Lukas, et al. “Verantwortung.” <i>Künstliche Intelligenz für Lehrkräfte</i>, edited by Ulrich Furbach et al., Springer Fachmedien Wiesbaden, 2024, doi:<a href=\"https://doi.org/10.1007/978-3-658-44248-4_16\">10.1007/978-3-658-44248-4_16</a>."},"publication":"Künstliche Intelligenz für Lehrkräfte","place":"Wiesbaden","date_created":"2024-10-09T13:52:21Z","department":[{"_id":"67"}],"type":"book_chapter"},{"quality_controlled":"1","citation":{"apa":"Höper, L., &#38; Schulte, C. (2024). The data awareness framework as part of data literacies in K-12 education. <i>Information and Learning Sciences</i>, <i>125</i>(7/8), 491–512. <a href=\"https://doi.org/10.1108/ils-06-2023-0075\">https://doi.org/10.1108/ils-06-2023-0075</a>","ieee":"L. Höper and C. Schulte, “The data awareness framework as part of data literacies in K-12 education,” <i>Information and Learning Sciences</i>, vol. 125, no. 7/8, pp. 491–512, 2024, doi: <a href=\"https://doi.org/10.1108/ils-06-2023-0075\">10.1108/ils-06-2023-0075</a>.","chicago":"Höper, Lukas, and Carsten Schulte. “The Data Awareness Framework as Part of Data Literacies in K-12 Education.” <i>Information and Learning Sciences</i> 125, no. 7/8 (2024): 491–512. <a href=\"https://doi.org/10.1108/ils-06-2023-0075\">https://doi.org/10.1108/ils-06-2023-0075</a>.","short":"L. Höper, C. Schulte, Information and Learning Sciences 125 (2024) 491–512.","mla":"Höper, Lukas, and Carsten Schulte. “The Data Awareness Framework as Part of Data Literacies in K-12 Education.” <i>Information and Learning Sciences</i>, vol. 125, no. 7/8, Emerald, 2024, pp. 491–512, doi:<a href=\"https://doi.org/10.1108/ils-06-2023-0075\">10.1108/ils-06-2023-0075</a>.","ama":"Höper L, Schulte C. The data awareness framework as part of data literacies in K-12 education. <i>Information and Learning Sciences</i>. 2024;125(7/8):491-512. doi:<a href=\"https://doi.org/10.1108/ils-06-2023-0075\">10.1108/ils-06-2023-0075</a>","bibtex":"@article{Höper_Schulte_2024, title={The data awareness framework as part of data literacies in K-12 education}, volume={125}, DOI={<a href=\"https://doi.org/10.1108/ils-06-2023-0075\">10.1108/ils-06-2023-0075</a>}, number={7/8}, journal={Information and Learning Sciences}, publisher={Emerald}, author={Höper, Lukas and Schulte, Carsten}, year={2024}, pages={491–512} }"},"file_date_updated":"2024-10-11T12:01:05Z","oa":"1","has_accepted_license":"1","status":"public","volume":125,"ddc":["370"],"user_id":"58041","publisher":"Emerald","_id":"49655","page":"491-512","license":"https://creativecommons.org/licenses/by-nc/4.0/","abstract":[{"lang":"eng","text":"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."}],"issue":"7/8","publication":"Information and Learning Sciences","department":[{"_id":"67"}],"keyword":["Library and Information Sciences","Computer Science Applications","Education"],"type":"journal_article","date_created":"2023-12-15T07:41:04Z","file":[{"creator":"hoeper","date_created":"2024-10-11T11:59:50Z","file_size":981234,"access_level":"open_access","file_name":"Höper und Schulte - Data Awareness Framework as part of Data Literacies - ILS - AAM version.pdf","date_updated":"2024-10-11T12:01:05Z","relation":"main_file","content_type":"application/pdf","file_id":"56597"}],"intvolume":"       125","article_type":"original","date_updated":"2024-10-11T12:01:06Z","publication_status":"published","publication_identifier":{"issn":["2398-5348","2398-5348"]},"author":[{"full_name":"Höper, Lukas","last_name":"Höper","first_name":"Lukas","id":"58041"},{"full_name":"Schulte, Carsten","last_name":"Schulte","first_name":"Carsten","id":"60311"}],"year":"2024","title":"The data awareness framework as part of data literacies in K-12 education","doi":"10.1108/ils-06-2023-0075","language":[{"iso":"eng"}]},{"main_file_link":[{"open_access":"1","url":"https://infedu.vu.lt/journal/INFEDU/article/784/info"}],"language":[{"iso":"eng"}],"doi":"10.15388/infedu.2024.19","year":"2024","title":"Empowering Students for the Data-Driven World: A Qualitative Study of the Relevance of Learning about Data-Driven Technologies","publication_identifier":{"issn":["1648-5831","2335-8971"]},"author":[{"full_name":"Höper, Lukas","last_name":"Höper","first_name":"Lukas","id":"58041"},{"full_name":"Schulte, Carsten","last_name":"Schulte","first_name":"Carsten","id":"60311"}],"publication_status":"published","date_updated":"2024-11-19T07:24:30Z","file":[{"file_name":"infedu.2024.19.pdf","access_level":"closed","file_size":2343612,"relation":"main_file","date_updated":"2024-11-19T07:24:14Z","file_id":"57214","content_type":"application/pdf","success":1,"creator":"hoeper","date_created":"2024-11-19T07:24:14Z"}],"date_created":"2024-04-23T09:26:08Z","type":"journal_article","keyword":["Computer Science Applications","Communication","Education","General Engineering"],"department":[{"_id":"67"}],"publication":"Informatics in Education","abstract":[{"text":"<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>","lang":"eng"}],"license":"https://creativecommons.org/licenses/by/4.0/","publisher":"Vilnius University Press","_id":"53622","user_id":"58041","ddc":["000","370"],"status":"public","has_accepted_license":"1","oa":"1","file_date_updated":"2024-11-19T07:24:14Z","citation":{"short":"L. Höper, C. Schulte, Informatics in Education (2024).","chicago":"Höper, Lukas, and Carsten Schulte. “Empowering Students for the Data-Driven World: A Qualitative Study of the Relevance of Learning about Data-Driven Technologies.” <i>Informatics in Education</i>, 2024. <a href=\"https://doi.org/10.15388/infedu.2024.19\">https://doi.org/10.15388/infedu.2024.19</a>.","ieee":"L. Höper and C. Schulte, “Empowering Students for the Data-Driven World: A Qualitative Study of the Relevance of Learning about Data-Driven Technologies,” <i>Informatics in Education</i>, 2024, doi: <a href=\"https://doi.org/10.15388/infedu.2024.19\">10.15388/infedu.2024.19</a>.","apa":"Höper, L., &#38; Schulte, C. (2024). Empowering Students for the Data-Driven World: A Qualitative Study of the Relevance of Learning about Data-Driven Technologies. <i>Informatics in Education</i>. <a href=\"https://doi.org/10.15388/infedu.2024.19\">https://doi.org/10.15388/infedu.2024.19</a>","bibtex":"@article{Höper_Schulte_2024, title={Empowering Students for the Data-Driven World: A Qualitative Study of the Relevance of Learning about Data-Driven Technologies}, DOI={<a href=\"https://doi.org/10.15388/infedu.2024.19\">10.15388/infedu.2024.19</a>}, journal={Informatics in Education}, publisher={Vilnius University Press}, author={Höper, Lukas and Schulte, Carsten}, year={2024} }","ama":"Höper L, Schulte C. Empowering Students for the Data-Driven World: A Qualitative Study of the Relevance of Learning about Data-Driven Technologies. <i>Informatics in Education</i>. Published online 2024. doi:<a href=\"https://doi.org/10.15388/infedu.2024.19\">10.15388/infedu.2024.19</a>","mla":"Höper, Lukas, and Carsten Schulte. “Empowering Students for the Data-Driven World: A Qualitative Study of the Relevance of Learning about Data-Driven Technologies.” <i>Informatics in Education</i>, Vilnius University Press, 2024, doi:<a href=\"https://doi.org/10.15388/infedu.2024.19\">10.15388/infedu.2024.19</a>."},"quality_controlled":"1"},{"conference":{"name":"Koli Calling '24","start_date":"2024-11-14","location":"Koli, Finnland","end_date":"2024-11-17"},"status":"public","has_accepted_license":"1","_id":"57209","publisher":"ACM","user_id":"58041","ddc":["370","000"],"citation":{"mla":"Höper, Lukas, and Carsten Schulte. “New Perspectives on the Future of Computing Education: Teaching and Learning Explanatory Models.” <i>Proceedings of the 24th Koli Calling International Conference on Computing Education Research</i>, ACM, 2024, doi:<a href=\"https://doi.org/10.1145/3699538.3699558\">10.1145/3699538.3699558</a>.","bibtex":"@inproceedings{Höper_Schulte_2024, title={New Perspectives on the Future of Computing Education: Teaching and Learning Explanatory Models}, DOI={<a href=\"https://doi.org/10.1145/3699538.3699558\">10.1145/3699538.3699558</a>}, booktitle={Proceedings of the 24th Koli Calling International Conference on Computing Education Research}, publisher={ACM}, author={Höper, Lukas and Schulte, Carsten}, year={2024} }","ama":"Höper L, Schulte C. New Perspectives on the Future of Computing Education: Teaching and Learning Explanatory Models. In: <i>Proceedings of the 24th Koli Calling International Conference on Computing Education Research</i>. ACM; 2024. doi:<a href=\"https://doi.org/10.1145/3699538.3699558\">10.1145/3699538.3699558</a>","ieee":"L. Höper and C. Schulte, “New Perspectives on the Future of Computing Education: Teaching and Learning Explanatory Models,” presented at the Koli Calling ’24, Koli, Finnland, 2024, doi: <a href=\"https://doi.org/10.1145/3699538.3699558\">10.1145/3699538.3699558</a>.","apa":"Höper, L., &#38; Schulte, C. (2024). New Perspectives on the Future of Computing Education: Teaching and Learning Explanatory Models. <i>Proceedings of the 24th Koli Calling International Conference on Computing Education Research</i>. Koli Calling ’24, Koli, Finnland. <a href=\"https://doi.org/10.1145/3699538.3699558\">https://doi.org/10.1145/3699538.3699558</a>","chicago":"Höper, Lukas, and Carsten Schulte. “New Perspectives on the Future of Computing Education: Teaching and Learning Explanatory Models.” In <i>Proceedings of the 24th Koli Calling International Conference on Computing Education Research</i>. ACM, 2024. <a href=\"https://doi.org/10.1145/3699538.3699558\">https://doi.org/10.1145/3699538.3699558</a>.","short":"L. Höper, C. Schulte, in: Proceedings of the 24th Koli Calling International Conference on Computing Education Research, ACM, 2024."},"file_date_updated":"2024-11-19T07:19:05Z","quality_controlled":"1","oa":"1","author":[{"last_name":"Höper","first_name":"Lukas","full_name":"Höper, Lukas","id":"58041"},{"first_name":"Carsten","last_name":"Schulte","full_name":"Schulte, Carsten","id":"60311"}],"year":"2024","title":"New Perspectives on the Future of Computing Education: Teaching and Learning Explanatory Models","publication_status":"published","date_updated":"2024-11-19T07:21:47Z","language":[{"iso":"eng"}],"main_file_link":[{"url":"https://dl.acm.org/doi/full/10.1145/3699538.3699558","open_access":"1"}],"doi":"10.1145/3699538.3699558","publication":"Proceedings of the 24th Koli Calling International Conference on Computing Education Research","date_created":"2024-11-19T07:17:21Z","file":[{"relation":"main_file","date_updated":"2024-11-19T07:19:05Z","file_name":"3699538.3699558.pdf","access_level":"closed","file_size":699441,"file_id":"57211","content_type":"application/pdf","success":1,"creator":"hoeper","date_created":"2024-11-19T07:19:05Z"}],"department":[{"_id":"67"}],"type":"conference"},{"year":"2024","title":"Students' Motivation and Intention to Engage with Data-Driven Technologies from a CS Perspective in Everyday Life","author":[{"last_name":"Höper","first_name":"Lukas","full_name":"Höper, Lukas","id":"58041"},{"full_name":"Schulte, Carsten","first_name":"Carsten","last_name":"Schulte","id":"60311"},{"full_name":"Mühling, Andreas","last_name":"Mühling","first_name":"Andreas"}],"date_updated":"2024-11-19T07:23:20Z","publication_status":"published","main_file_link":[{"open_access":"1","url":"https://dl.acm.org/doi/10.1145/3649217.3653625"}],"language":[{"iso":"eng"}],"doi":"10.1145/3649217.3653625","publication":"Proceedings of the 2024 on Innovation and Technology in Computer Science Education V. 1","file":[{"file_id":"57213","content_type":"application/pdf","success":1,"relation":"main_file","date_updated":"2024-11-19T07:22:56Z","file_name":"3649217.3653625.pdf","access_level":"closed","file_size":1092727,"date_created":"2024-11-19T07:22:56Z","creator":"hoeper"}],"date_created":"2024-08-02T08:58:10Z","type":"conference","department":[{"_id":"67"}],"status":"public","conference":{"name":"ITiCSE 2024","location":"Mailand, Italien"},"has_accepted_license":"1","_id":"55481","publisher":"ACM","ddc":["000","370"],"user_id":"58041","file_date_updated":"2024-11-19T07:22:56Z","citation":{"ieee":"L. Höper, C. Schulte, and A. Mühling, “Students’ Motivation and Intention to Engage with Data-Driven Technologies from a CS Perspective in Everyday Life,” presented at the ITiCSE 2024, Mailand, Italien, 2024, doi: <a href=\"https://doi.org/10.1145/3649217.3653625\">10.1145/3649217.3653625</a>.","apa":"Höper, L., Schulte, C., &#38; Mühling, A. (2024). Students’ Motivation and Intention to Engage with Data-Driven Technologies from a CS Perspective in Everyday Life. <i>Proceedings of the 2024 on Innovation and Technology in Computer Science Education V. 1</i>. ITiCSE 2024, Mailand, Italien. <a href=\"https://doi.org/10.1145/3649217.3653625\">https://doi.org/10.1145/3649217.3653625</a>","chicago":"Höper, Lukas, Carsten Schulte, and Andreas Mühling. “Students’ Motivation and Intention to Engage with Data-Driven Technologies from a CS Perspective in Everyday Life.” In <i>Proceedings of the 2024 on Innovation and Technology in Computer Science Education V. 1</i>. ACM, 2024. <a href=\"https://doi.org/10.1145/3649217.3653625\">https://doi.org/10.1145/3649217.3653625</a>.","short":"L. Höper, C. Schulte, A. 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