[{"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","publisher":"International Association for Statistics Education","date_updated":"2026-02-25T14:58:49Z","date_created":"2026-02-25T14:57:57Z","author":[{"first_name":"Anna","full_name":"Fergusson, Anna","last_name":"Fergusson"},{"first_name":"Susanne","last_name":"Podworny","orcid":"0000-0002-6313-5987","id":"30619","full_name":"Podworny, Susanne"},{"first_name":"Yannik","last_name":"Fleischer","orcid":"https://orcid.org/0000-0003-0318-0329","full_name":"Fleischer, Yannik","id":"42660"},{"first_name":"Sven","id":"58465","full_name":"Hüsing, Sven","last_name":"Hüsing"},{"last_name":"Puloka","full_name":"Puloka, Malia S.","first_name":"Malia S."},{"id":"16274","full_name":"Biehler, Rolf","last_name":"Biehler","first_name":"Rolf"},{"first_name":"Maxine","last_name":"Pfannkuch","full_name":"Pfannkuch, Maxine"},{"last_name":"Budgett","full_name":"Budgett, Stephanie","first_name":"Stephanie"},{"first_name":"Michelle","full_name":"Dalrymple, Michelle","last_name":"Dalrymple"}],"year":"2026","citation":{"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.","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>.","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} }","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>.","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>.","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>"},"publication_status":"published","language":[{"iso":"eng"}],"_id":"64625","user_id":"58465","department":[{"_id":"67"}],"status":"public","type":"conference","publication":"Proceedings of the IASE 2025 Satellite Conference - Statistics and Data Science Education in STEAM"},{"user_id":"58041","department":[{"_id":"67"}],"_id":"63606","language":[{"iso":"eng"}],"type":"dissertation","status":"public","abstract":[{"lang":"ger","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."},{"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.","lang":"eng"}],"author":[{"last_name":"Höper","id":"58041","full_name":"Höper, Lukas","first_name":"Lukas"}],"date_created":"2026-01-14T08:09:20Z","oa":"1","date_updated":"2026-01-14T08:13:30Z","main_file_link":[{"url":"https://digital.ub.uni-paderborn.de/hs/download/pdf/8100043","open_access":"1"}],"doi":"https://doi.org/10.17619/UNIPB/1-2420","title":"Entwicklung und Evaluation des Konzepts Datenbewusstsein für informatische Bildung","citation":{"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.","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.","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} }","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>.","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>"},"year":"2025"},{"status":"public","type":"book_chapter","publication":"Realitätsbezüge im Mathematikunterricht","language":[{"iso":"ger"}],"_id":"63801","user_id":"58465","department":[{"_id":"67"}],"year":"2025","place":"Berlin, Heidelberg","citation":{"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.","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>.","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>","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>","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>.","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} }","short":"L. Gildehaus, M. Liebendörfer, S. Hüsing, R. Gottschalk, F. Strauß, in: Realitätsbezüge im Mathematikunterricht, Springer Berlin Heidelberg, Berlin, Heidelberg, 2025."},"publication_status":"published","publication_identifier":{"isbn":["9783662699881","9783662699898"],"issn":["2625-3550","2625-3569"]},"title":"Normatives Modellieren im Kontext des Klimawandels – wie viel CO2 stoßen Lebensmittel aus?","doi":"10.1007/978-3-662-69989-8_6","date_updated":"2026-01-29T10:08:20Z","publisher":"Springer Berlin Heidelberg","author":[{"full_name":"Gildehaus, Lara","last_name":"Gildehaus","first_name":"Lara"},{"first_name":"Michael","full_name":"Liebendörfer, Michael","last_name":"Liebendörfer"},{"first_name":"Sven","full_name":"Hüsing, Sven","id":"58465","last_name":"Hüsing"},{"first_name":"Rebecca","full_name":"Gottschalk, Rebecca","last_name":"Gottschalk"},{"last_name":"Strauß","full_name":"Strauß, Franzisca","first_name":"Franzisca"}],"date_created":"2026-01-29T10:01:05Z"},{"language":[{"iso":"eng"}],"_id":"63805","department":[{"_id":"67"}],"user_id":"58465","status":"public","publication":"Beiträge zum Mathematikunterricht; 58","type":"journal_article","title":"Konstruktionistisches Geometrielernen durch epistemisches Programmieren in Scratch","doi":"10.17877/DE290R-25995","date_updated":"2026-01-29T10:08:55Z","publisher":"Gesellschaft für Didaktik der Mathematik","date_created":"2026-01-29T10:07:30Z","author":[{"last_name":"Stoppel","full_name":"Stoppel, Hannes","first_name":"Hannes"},{"full_name":"Hüsing, Sven","id":"58465","last_name":"Hüsing","first_name":"Sven"}],"year":"2025","citation":{"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>.","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} }","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>.","short":"H. Stoppel, S. Hüsing, Beiträge Zum Mathematikunterricht; 58 (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>"}},{"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","author":[{"first_name":"Sven","id":"58465","full_name":"Hüsing, Sven","last_name":"Hüsing"},{"orcid":"0000-0002-6313-5987","last_name":"Podworny","id":"30619","full_name":"Podworny, Susanne","first_name":"Susanne"}],"date_created":"2026-01-29T10:03:06Z","date_updated":"2026-01-29T10:09:10Z","citation":{"short":"S. Hüsing, S. Podworny, in: Symposium on Integrating AI and Data Science into School Education across Disciplines, 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.","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} }","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.","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.","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."},"year":"2025","language":[{"iso":"eng"}],"user_id":"58465","department":[{"_id":"67"}],"_id":"63803","status":"public","type":"conference","publication":"Symposium on integrating AI and data science into school education across disciplines"},{"_id":"60357","department":[{"_id":"67"}],"user_id":"37320","language":[{"iso":"eng"}],"publication":"Informatics in Education","type":"journal_article","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>"}],"status":"public","oa":"1","publisher":"Vilnius University Press","date_updated":"2025-06-24T10:02:22Z","author":[{"first_name":"Lutz","full_name":"Terfloth, Lutz","id":"37320","last_name":"Terfloth"},{"last_name":"Lohmer","full_name":"Lohmer, Vivien","first_name":"Vivien"},{"last_name":"Kern","full_name":"Kern, Friederike","first_name":"Friederike"},{"first_name":"Carsten","full_name":"Schulte, Carsten","id":"60311","last_name":"Schulte"}],"date_created":"2025-06-24T10:00:27Z","title":"Transcription in Computing Education Research: A Review and Recommendations","doi":"10.15388/infedu.2025.09","main_file_link":[{"open_access":"1","url":"https://infedu.vu.lt/journal/INFEDU/article/805/info"}],"publication_identifier":{"issn":["1648-5831","2335-8971"]},"publication_status":"published","year":"2025","citation":{"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>.","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>.","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>","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>","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} }","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>.","short":"L. Terfloth, V. Lohmer, F. Kern, C. Schulte, Informatics in Education (2025)."}},{"date_created":"2025-07-03T15:26:53Z","author":[{"first_name":"Lukas","id":"58041","full_name":"Höper, Lukas","last_name":"Höper"},{"first_name":"Carsten","last_name":"Schulte","id":"60311","full_name":"Schulte, Carsten"}],"publisher":"Informa UK Limited","date_updated":"2025-07-03T15:28:06Z","doi":"10.1080/08993408.2025.2516957","title":"ReVEAL model and its application to revealing viewpoints on educational approaches to learning about data and AI","publication_status":"published","publication_identifier":{"issn":["0899-3408","1744-5175"]},"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>","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} }","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>","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>.","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>."},"page":"1-33","year":"2025","user_id":"58041","department":[{"_id":"67"}],"_id":"60508","language":[{"iso":"eng"}],"type":"journal_article","publication":"Computer Science Education","status":"public"},{"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","publisher":"Springer Nature Switzerland","date_updated":"2025-09-11T14:07:54Z","date_created":"2025-09-11T14:02:42Z","author":[{"first_name":"Michael","full_name":"Lenke, Michael","id":"32621","last_name":"Lenke"},{"full_name":"Klowait, Nils","id":"98454","last_name":"Klowait","orcid":"0000-0002-7347-099X","first_name":"Nils"},{"full_name":"Biere, Lea","id":"46664","last_name":"Biere","first_name":"Lea"},{"first_name":"Carsten","id":"60311","full_name":"Schulte, Carsten","last_name":"Schulte"}],"place":"Cham","year":"2025","citation":{"short":"M. Lenke, N. Klowait, L. Biere, C. Schulte, in: Lecture Notes in Computer Science, Springer Nature Switzerland, Cham, 2025.","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} }","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>.","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>","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>","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.","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>."},"publication_identifier":{"issn":["0302-9743","1611-3349"],"isbn":["9783032012210","9783032012227"]},"publication_status":"published","language":[{"iso":"eng"}],"_id":"61222","project":[{"_id":"119","name":"TRR 318 - Project Area Ö"}],"department":[{"_id":"67"}],"user_id":"98454","status":"public","publication":"Lecture Notes in Computer Science","type":"book_chapter"},{"publication_status":"published","year":"2024","citation":{"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.","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} }","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>.","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>","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>.","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>.","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>"},"publisher":"ACM","date_updated":"2024-03-21T23:19:04Z","date_created":"2024-03-08T08:01:50Z","author":[{"last_name":"Hüsing","full_name":"Hüsing, Sven","id":"58465","first_name":"Sven"},{"last_name":"Schulte","full_name":"Schulte, Carsten","id":"60311","first_name":"Carsten"},{"full_name":"Sparmann, Sören","id":"63216","last_name":"Sparmann","first_name":"Sören"},{"first_name":"Mario","full_name":"Bolte, Mario","last_name":"Bolte"}],"title":"Using Worked Examples for Engaging in Epistemic Programming Projects","doi":"10.1145/3626252.3630961","publication":"Proceedings of the 55th ACM Technical Symposium on Computer Science Education V. 1","type":"conference","status":"public","_id":"52379","department":[{"_id":"67"}],"user_id":"58465","language":[{"iso":"eng"}]},{"publication":"Proceedings of the 2024 Symposium on Eye Tracking Research and Applications","type":"conference","status":"public","department":[{"_id":"67"}],"user_id":"58465","_id":"54796","language":[{"iso":"eng"}],"publication_status":"published","citation":{"short":"S. Hüsing, S. Sparmann, C. Schulte, M. Bolte, in: Proceedings of the 2024 Symposium on Eye Tracking Research and Applications, ACM, 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>.","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} }","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>.","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>.","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>"},"year":"2024","author":[{"last_name":"Hüsing","full_name":"Hüsing, Sven","id":"58465","first_name":"Sven"},{"first_name":"Sören","last_name":"Sparmann","full_name":"Sparmann, Sören","id":"63216"},{"first_name":"Carsten","last_name":"Schulte","full_name":"Schulte, Carsten","id":"60311"},{"first_name":"Mario","last_name":"Bolte","full_name":"Bolte, Mario"}],"date_created":"2024-06-18T06:40:20Z","publisher":"ACM","date_updated":"2024-06-18T06:40:47Z","doi":"10.1145/3649902.3655094","title":"Identifying K-12 Students' Approaches to Using Worked Examples for Epistemic Programming"},{"year":"2024","place":"Wiesbaden","citation":{"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.","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>.","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} }","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>","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>.","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>"},"publication_status":"published","publication_identifier":{"isbn":["9783658442477","9783658442484"],"issn":["2662-5970","2662-5989"]},"title":"Verantwortung","doi":"10.1007/978-3-658-44248-4_16","publisher":"Springer Fachmedien Wiesbaden","date_updated":"2024-10-09T13:54:11Z","date_created":"2024-10-09T13:52:21Z","author":[{"first_name":"Lukas","last_name":"Höper","id":"58041","full_name":"Höper, Lukas"},{"id":"60311","full_name":"Schulte, Carsten","last_name":"Schulte","first_name":"Carsten"},{"first_name":"Christoph","full_name":"Benzmüller, Christoph","last_name":"Benzmüller"}],"editor":[{"last_name":"Furbach","full_name":"Furbach, Ulrich","first_name":"Ulrich"},{"first_name":"Emanuel","last_name":"Kitzelmann","full_name":"Kitzelmann, Emanuel"},{"full_name":"Michaeli, Tilman","last_name":"Michaeli","first_name":"Tilman"},{"full_name":"Schmid, Ute","last_name":"Schmid","first_name":"Ute"}],"status":"public","type":"book_chapter","publication":"Künstliche Intelligenz für Lehrkräfte","language":[{"iso":"ger"}],"_id":"56476","user_id":"58041","department":[{"_id":"67"}]},{"title":"The data awareness framework as part of data literacies in K-12 education","publisher":"Emerald","date_created":"2023-12-15T07:41:04Z","year":"2024","quality_controlled":"1","issue":"7/8","keyword":["Library and Information Sciences","Computer Science Applications","Education"],"ddc":["370"],"language":[{"iso":"eng"}],"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."}],"file":[{"file_size":981234,"file_id":"56597","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","date_created":"2024-10-11T11:59:50Z","creator":"hoeper","relation":"main_file","content_type":"application/pdf"}],"publication":"Information and Learning Sciences","doi":"10.1108/ils-06-2023-0075","oa":"1","date_updated":"2024-10-11T12:01:06Z","volume":125,"author":[{"first_name":"Lukas","last_name":"Höper","id":"58041","full_name":"Höper, Lukas"},{"first_name":"Carsten","last_name":"Schulte","full_name":"Schulte, Carsten","id":"60311"}],"intvolume":"       125","page":"491-512","citation":{"short":"L. Höper, C. Schulte, Information and Learning Sciences 125 (2024) 491–512.","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} }","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>.","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>","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>","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>.","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>."},"has_accepted_license":"1","publication_identifier":{"issn":["2398-5348","2398-5348"]},"publication_status":"published","article_type":"original","file_date_updated":"2024-10-11T12:01:05Z","_id":"49655","department":[{"_id":"67"}],"user_id":"58041","status":"public","type":"journal_article"},{"title":"Empowering Students for the Data-Driven World: A Qualitative Study of the Relevance of Learning about Data-Driven Technologies","publisher":"Vilnius University Press","date_created":"2024-04-23T09:26:08Z","year":"2024","quality_controlled":"1","ddc":["000","370"],"keyword":["Computer Science Applications","Communication","Education","General Engineering"],"language":[{"iso":"eng"}],"abstract":[{"lang":"eng","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>"}],"file":[{"content_type":"application/pdf","success":1,"relation":"main_file","date_updated":"2024-11-19T07:24:14Z","creator":"hoeper","date_created":"2024-11-19T07:24:14Z","file_size":2343612,"file_id":"57214","file_name":"infedu.2024.19.pdf","access_level":"closed"}],"publication":"Informatics in Education","main_file_link":[{"url":"https://infedu.vu.lt/journal/INFEDU/article/784/info","open_access":"1"}],"doi":"10.15388/infedu.2024.19","date_updated":"2024-11-19T07:24:30Z","oa":"1","author":[{"first_name":"Lukas","id":"58041","full_name":"Höper, Lukas","last_name":"Höper"},{"full_name":"Schulte, Carsten","id":"60311","last_name":"Schulte","first_name":"Carsten"}],"citation":{"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} }","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>.","short":"L. 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