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Schulte, in: Proceedings of the 23rd Koli Calling International Conference on Computing Education Research, ACM, 2024.","mla":"Sparmann, Sören, et al. “JuGaze: A Cell-Based Eye Tracking and Logging Tool for Jupyter Notebooks.” Proceedings of the 23rd Koli Calling International Conference on Computing Education Research, ACM, 2024, doi:10.1145/3631802.3631824.","bibtex":"@inproceedings{Sparmann_Hüsing_Schulte_2024, title={JuGaze: A Cell-based Eye Tracking and Logging Tool for Jupyter Notebooks}, DOI={10.1145/3631802.3631824}, booktitle={Proceedings of the 23rd Koli Calling International Conference on Computing Education Research}, publisher={ACM}, author={Sparmann, Sören and Hüsing, Sven and Schulte, Carsten}, year={2024} }","apa":"Sparmann, S., Hüsing, S., & Schulte, C. (2024). JuGaze: A Cell-based Eye Tracking and Logging Tool for Jupyter Notebooks. Proceedings of the 23rd Koli Calling International Conference on Computing Education Research. https://doi.org/10.1145/3631802.3631824","ama":"Sparmann S, Hüsing S, Schulte C. JuGaze: A Cell-based Eye Tracking and Logging Tool for Jupyter Notebooks. In: Proceedings of the 23rd Koli Calling International Conference on Computing Education Research. ACM; 2024. doi:10.1145/3631802.3631824","chicago":"Sparmann, Sören, Sven Hüsing, and Carsten Schulte. “JuGaze: A Cell-Based Eye Tracking and Logging Tool for Jupyter Notebooks.” In Proceedings of the 23rd Koli Calling International Conference on Computing Education Research. ACM, 2024. https://doi.org/10.1145/3631802.3631824."},"type":"conference","year":"2024","doi":"10.1145/3631802.3631824","date_updated":"2024-03-21T23:19:13Z","_id":"52380"},{"title":"Using Worked Examples for Engaging in Epistemic Programming Projects","user_id":"58465","department":[{"_id":"67"}],"publication":"Proceedings of the 55th ACM Technical Symposium on Computer Science Education V. 1","publisher":"ACM","author":[{"first_name":"Sven","full_name":"Hüsing, Sven","last_name":"Hüsing","id":"58465"},{"full_name":"Schulte, Carsten","first_name":"Carsten","id":"60311","last_name":"Schulte"},{"full_name":"Sparmann, Sören","first_name":"Sören","id":"63216","last_name":"Sparmann"},{"last_name":"Bolte","first_name":"Mario","full_name":"Bolte, Mario"}],"publication_status":"published","date_created":"2024-03-08T08:01:50Z","status":"public","date_updated":"2024-03-21T23:19:04Z","_id":"52379","doi":"10.1145/3626252.3630961","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.","ieee":"S. Hüsing, C. Schulte, S. Sparmann, and M. Bolte, “Using Worked Examples for Engaging in Epistemic Programming Projects,” 2024, doi: 10.1145/3626252.3630961.","apa":"Hüsing, S., Schulte, C., Sparmann, S., & Bolte, M. (2024). Using Worked Examples for Engaging in Epistemic Programming Projects. Proceedings of the 55th ACM Technical Symposium on Computer Science Education V. 1. https://doi.org/10.1145/3626252.3630961","ama":"Hüsing S, Schulte C, Sparmann S, Bolte M. Using Worked Examples for Engaging in Epistemic Programming Projects. In: Proceedings of the 55th ACM Technical Symposium on Computer Science Education V. 1. 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ACM, 2024. https://doi.org/10.1145/3626252.3630961.","bibtex":"@inproceedings{Hüsing_Schulte_Sparmann_Bolte_2024, title={Using Worked Examples for Engaging in Epistemic Programming Projects}, DOI={10.1145/3626252.3630961}, 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.” Proceedings of the 55th ACM Technical Symposium on Computer Science Education V. 1, ACM, 2024, doi:10.1145/3626252.3630961."},"type":"conference","year":"2024","language":[{"iso":"eng"}]},{"user_id":"58465","title":"Epistemic Programming","department":[{"_id":"67"}],"publication":"Computer Science Education","author":[{"id":"58465","last_name":"Hüsing","full_name":"Hüsing, Sven","first_name":"Sven"},{"first_name":"Carsten","full_name":"Schulte, Carsten","last_name":"Schulte","id":"60311"},{"first_name":"Felix","full_name":"Winkelnkemper, Felix","last_name":"Winkelnkemper","id":"3117"}],"publisher":"Bloomsbury Academic","date_created":"2023-01-27T12:25:37Z","status":"public","publication_identifier":{"isbn":["9781350296916","9781350296909","9781350296930","9781350296923","9781350296947"]},"publication_status":"published","date_updated":"2023-01-27T12:26:06Z","_id":"40511","doi":"10.5040/9781350296947.ch-022","language":[{"iso":"eng"}],"citation":{"mla":"Hüsing, Sven, et al. “Epistemic Programming.” Computer Science Education, Bloomsbury Academic, 2023, doi:10.5040/9781350296947.ch-022.","bibtex":"@inbook{Hüsing_Schulte_Winkelnkemper_2023, title={Epistemic Programming}, DOI={10.5040/9781350296947.ch-022}, booktitle={Computer Science Education}, publisher={Bloomsbury Academic}, author={Hüsing, Sven and Schulte, Carsten and Winkelnkemper, Felix}, year={2023} }","chicago":"Hüsing, Sven, Carsten Schulte, and Felix Winkelnkemper. “Epistemic Programming.” In Computer Science Education. Bloomsbury Academic, 2023. https://doi.org/10.5040/9781350296947.ch-022.","apa":"Hüsing, S., Schulte, C., & Winkelnkemper, F. (2023). Epistemic Programming. In Computer Science Education. Bloomsbury Academic. https://doi.org/10.5040/9781350296947.ch-022","ama":"Hüsing S, Schulte C, Winkelnkemper F. Epistemic Programming. In: Computer Science Education. Bloomsbury Academic; 2023. doi:10.5040/9781350296947.ch-022","ieee":"S. Hüsing, C. Schulte, and F. Winkelnkemper, “Epistemic Programming,” in Computer Science Education, Bloomsbury Academic, 2023.","short":"S. Hüsing, C. Schulte, F. Winkelnkemper, in: Computer Science Education, Bloomsbury Academic, 2023."},"year":"2023","type":"book_chapter"},{"status":"public","has_accepted_license":"1","date_created":"2023-07-28T05:58:37Z","volume":76,"file":[{"file_name":"MNU_journal_04_314-320.pdf","date_created":"2023-07-28T05:56:19Z","access_level":"open_access","file_size":615313,"creator":"hoeper","file_id":"46187","date_updated":"2023-09-06T14:10:52Z","content_type":"application/pdf","relation":"main_file"}],"publisher":"Verlag Klaus Seeberger","author":[{"full_name":"Höper, Lukas","first_name":"Lukas","id":"58041","last_name":"Höper"},{"first_name":"Carsten","full_name":"Schulte, Carsten","last_name":"Schulte","id":"60311"}],"file_date_updated":"2023-09-06T14:10:52Z","publication":"MNU journal","user_id":"58041","ddc":["370"],"year":"2023","type":"journal_article","citation":{"bibtex":"@article{Höper_Schulte_2023, title={Paradigmenwechsel vom klassischen zum datengetriebenen Problemlösen im Informatikunterricht}, volume={76}, number={4}, journal={MNU journal}, publisher={Verlag Klaus Seeberger}, author={Höper, Lukas and Schulte, Carsten}, year={2023}, pages={314–320} }","mla":"Höper, Lukas, and Carsten Schulte. “Paradigmenwechsel vom klassischen zum datengetriebenen Problemlösen im Informatikunterricht.” MNU journal, vol. 76, no. 4, Verlag Klaus Seeberger, 2023, pp. 314–20.","chicago":"Höper, Lukas, and Carsten Schulte. “Paradigmenwechsel vom klassischen zum datengetriebenen Problemlösen im Informatikunterricht.” MNU journal 76, no. 4 (2023): 314–20.","ama":"Höper L, Schulte C. Paradigmenwechsel vom klassischen zum datengetriebenen Problemlösen im Informatikunterricht. MNU journal. 2023;76(4):314-320.","apa":"Höper, L., & Schulte, C. (2023). Paradigmenwechsel vom klassischen zum datengetriebenen Problemlösen im Informatikunterricht. MNU journal, 76(4), 314–320.","ieee":"L. Höper and C. Schulte, “Paradigmenwechsel vom klassischen zum datengetriebenen Problemlösen im Informatikunterricht,” MNU journal, vol. 76, no. 4, pp. 314–320, 2023.","short":"L. Höper, C. Schulte, MNU journal 76 (2023) 314–320."},"page":"314-320","issue":"4","intvolume":" 76","_id":"46186","publication_identifier":{"issn":["0025-5866"]},"department":[{"_id":"67"}],"related_material":{"link":[{"relation":"other","url":"https://www.mnu.de/zeitschriften/795-mnu-heft-2023-04"}]},"title":"Paradigmenwechsel vom klassischen zum datengetriebenen Problemlösen im Informatikunterricht","language":[{"iso":"ger"}],"oa":"1","date_updated":"2023-09-06T14:12:35Z"},{"author":[{"last_name":"Winkelnkemper","id":"3117","first_name":"Felix","full_name":"Winkelnkemper, Felix"},{"full_name":"Höper, Lukas","first_name":"Lukas","id":"58041","last_name":"Höper"},{"id":"60311","last_name":"Schulte","full_name":"Schulte, Carsten","first_name":"Carsten"}],"publisher":"Vilnius University Press","keyword":["Computer Science Applications","Communication","Education","General Engineering"],"publication":"Informatics in Education","department":[{"_id":"67"}],"publication_status":"published","publication_identifier":{"issn":["1648-5831","2335-8971"]},"status":"public","date_created":"2023-09-21T11:24:41Z","abstract":[{"lang":"eng","text":"When it comes to mastering the digital world, the education system is more and more facing the task of making students competent and self-determined agents when interacting with digital artefacts. This task often falls to computing education. In the traditional fields of computing education, a plethora of models, guidelines, and principles exist, which help scholars and teachers identify what the relevant aspects are and which of them one should cover in the classroom. When it comes to explaining the world of digital artefacts, however, there is hardly any such guiding model. The ARIadne model introduced in this paper provides a means of explanation and exploration of digital artefacts which help teachers and students to do a subject analysis of digital artefacts by scrutinizing them from several perspectives. Instead of artificially separating aspects which target the same phenomena within different areas of education (like computing, ICT or media education), the model integrates technological aspects of digital artefacts and the relevant societal discourses of their usage, their impacts and the reasons behind their development into a coherent explanation model."}],"title":"ARIadne – An Explanation Model for Digital Artefacts","user_id":"58041","citation":{"ieee":"F. Winkelnkemper, L. Höper, and C. Schulte, “ARIadne – An Explanation Model for Digital Artefacts,” Informatics in Education, 2023, doi: 10.15388/infedu.2024.09.","short":"F. Winkelnkemper, L. Höper, C. Schulte, Informatics in Education (2023).","bibtex":"@article{Winkelnkemper_Höper_Schulte_2023, title={ARIadne – An Explanation Model for Digital Artefacts}, DOI={10.15388/infedu.2024.09}, journal={Informatics in Education}, publisher={Vilnius University Press}, author={Winkelnkemper, Felix and Höper, Lukas and Schulte, Carsten}, year={2023} }","mla":"Winkelnkemper, Felix, et al. “ARIadne – An Explanation Model for Digital Artefacts.” Informatics in Education, Vilnius University Press, 2023, doi:10.15388/infedu.2024.09.","chicago":"Winkelnkemper, Felix, Lukas Höper, and Carsten Schulte. “ARIadne – An Explanation Model for Digital Artefacts.” Informatics in Education, 2023. https://doi.org/10.15388/infedu.2024.09.","apa":"Winkelnkemper, F., Höper, L., & Schulte, C. (2023). ARIadne – An Explanation Model for Digital Artefacts. Informatics in Education. https://doi.org/10.15388/infedu.2024.09","ama":"Winkelnkemper F, Höper L, Schulte C. ARIadne – An Explanation Model for Digital Artefacts. Informatics in Education. Published online 2023. doi:10.15388/infedu.2024.09"},"year":"2023","type":"journal_article","language":[{"iso":"eng"}],"_id":"47151","date_updated":"2023-09-21T11:26:11Z","doi":"10.15388/infedu.2024.09"},{"title":"The data awareness framework as part of data literacies in K-12 education","department":[{"_id":"67"}],"publication_status":"published","publication_identifier":{"issn":["2398-5348","2398-5348"]},"date_updated":"2023-12-20T09:30:37Z","doi":"10.1108/ils-06-2023-0075","oa":"1","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."}],"article_type":"original","ddc":["370"],"user_id":"58041","keyword":["Library and Information Sciences","Computer Science Applications","Education"],"publication":"Information and Learning Sciences","file_date_updated":"2023-12-20T09:30:36Z","author":[{"last_name":"Höper","id":"58041","first_name":"Lukas","full_name":"Höper, Lukas"},{"first_name":"Carsten","full_name":"Schulte, Carsten","last_name":"Schulte","id":"60311"}],"quality_controlled":"1","publisher":"Emerald","file":[{"file_name":"Höper und Schulte - Data Awareness Framework as part of Data Literacies - ILS - AAM version.pdf","date_created":"2023-12-20T09:24:12Z","access_level":"open_access","creator":"hoeper","file_id":"49892","file_size":981184,"relation":"main_file","content_type":"application/pdf","date_updated":"2023-12-20T09:30:36Z"}],"date_created":"2023-12-15T07:41:04Z","has_accepted_license":"1","status":"public","_id":"49655","type":"journal_article","citation":{"mla":"Höper, Lukas, and Carsten Schulte. “The Data Awareness Framework as Part of Data Literacies in K-12 Education.” Information and Learning Sciences, Emerald, 2023, doi:10.1108/ils-06-2023-0075.","bibtex":"@article{Höper_Schulte_2023, title={The data awareness framework as part of data literacies in K-12 education}, DOI={10.1108/ils-06-2023-0075}, journal={Information and Learning Sciences}, publisher={Emerald}, author={Höper, Lukas and Schulte, Carsten}, year={2023} }","ama":"Höper L, Schulte C. The data awareness framework as part of data literacies in K-12 education. Information and Learning Sciences. Published online 2023. doi:10.1108/ils-06-2023-0075","apa":"Höper, L., & Schulte, C. (2023). The data awareness framework as part of data literacies in K-12 education. Information and Learning Sciences. https://doi.org/10.1108/ils-06-2023-0075","chicago":"Höper, Lukas, and Carsten Schulte. “The Data Awareness Framework as Part of Data Literacies in K-12 Education.” Information and Learning Sciences, 2023. https://doi.org/10.1108/ils-06-2023-0075.","ieee":"L. Höper and C. Schulte, “The data awareness framework as part of data literacies in K-12 education,” Information and Learning Sciences, 2023, doi: 10.1108/ils-06-2023-0075.","short":"L. Höper, C. Schulte, Information and Learning Sciences (2023)."},"year":"2023"},{"year":"2023","citation":{"ieee":"L. Terfloth, M. Schaffer, H. M. Buhl, and C. Schulte, “Adding Why to What? Analyses of an Everyday Explanation,” presented at the 1st World Conference on eXplainable Artificial Intelligence (xAI 2023), Lisboa, 2023, doi: 10.1007/978-3-031-44070-0_13.","short":"L. Terfloth, M. Schaffer, H.M. Buhl, C. Schulte, in: Springer, Cham, 2023.","mla":"Terfloth, Lutz, et al. Adding Why to What? Analyses of an Everyday Explanation. Springer, Cham, 2023, doi:10.1007/978-3-031-44070-0_13.","bibtex":"@inproceedings{Terfloth_Schaffer_Buhl_Schulte_2023, title={Adding Why to What? Analyses of an Everyday Explanation}, DOI={10.1007/978-3-031-44070-0_13}, publisher={Springer, Cham}, author={Terfloth, Lutz and Schaffer, Michael and Buhl, Heike M. and Schulte, Carsten}, year={2023} }","chicago":"Terfloth, Lutz, Michael Schaffer, Heike M. Buhl, and Carsten Schulte. “Adding Why to What? Analyses of an Everyday Explanation.” Springer, Cham, 2023. https://doi.org/10.1007/978-3-031-44070-0_13.","ama":"Terfloth L, Schaffer M, Buhl HM, Schulte C. Adding Why to What? Analyses of an Everyday Explanation. In: Springer, Cham; 2023. doi:10.1007/978-3-031-44070-0_13","apa":"Terfloth, L., Schaffer, M., Buhl, H. M., & Schulte, C. (2023). Adding Why to What? Analyses of an Everyday Explanation. 1st World Conference on eXplainable Artificial Intelligence (xAI 2023), Lisboa. https://doi.org/10.1007/978-3-031-44070-0_13"},"type":"conference","language":[{"iso":"eng"}],"doi":"10.1007/978-3-031-44070-0_13","_id":"47448","date_updated":"2023-12-20T13:34:24Z","conference":{"end_date":"2023-07-28","location":"Lisboa","start_date":"2023-07-26","name":"1st World Conference on eXplainable Artificial Intelligence (xAI 2023)"},"publication_status":"published","publication_identifier":{"isbn":["978-3-031-44069-4"]},"status":"public","project":[{"name":"TRR 318 - A04: TRR 318 - Integration des technischen Modells in das Partnermodell bei der Erklärung von digitalen Artefakten (Teilprojekt A04)","grant_number":"438445824","_id":"114"}],"date_created":"2023-09-26T12:00:06Z","publisher":"Springer, Cham","author":[{"first_name":"Lutz","full_name":"Terfloth, Lutz","last_name":"Terfloth","id":"37320"},{"last_name":"Schaffer","first_name":"Michael","full_name":"Schaffer, Michael"},{"first_name":"Heike M.","full_name":"Buhl, Heike M.","last_name":"Buhl","id":"27152"},{"first_name":"Carsten","full_name":"Schulte, Carsten","last_name":"Schulte","id":"60311"}],"department":[{"_id":"67"},{"_id":"660"}],"title":"Adding Why to What? Analyses of an Everyday Explanation","user_id":"37320","abstract":[{"lang":"eng","text":"In XAI it is important to consider that, in contrast to explanations for professional audiences, one cannot assume common expertise when explaining for laypeople. But such explanations between humans vary greatly, making it difficult to research commonalities across explanations. We used the dual nature theory, a techno-philosophical approach, to cope with these challenges. According to it, one can explain, for example, an XAI's decision by addressing its dual nature: by focusing on the Architecture (e.g., the logic of its algorithms) or the Relevance (e.g., the severity of a decision, the implications of a recommendation). We investigated 20 game explanations using the theory as an analytical framework. We elaborate how we used the theory to quickly structure and compare explanations of technological artifacts. We supplemented results from analyzing the explanation contents with results from a video recall to explore how explainers justified their explanation. We found that explainers were focusing on the physical aspects of the game first (Architecture) and only later on aspects of the Relevance. Reasoning in the video recalls indicated that EX regarded the focus on the Architecture as important for structuring the explanation initially by explaining the basic components before focusing on more complex, intangible aspects. Shifting between addressing the two sides was justified by explanation goals, emerging misunderstandings, and the knowledge needs of the explainee. We discovered several commonalities that inspire future research questions which, if further generalizable, provide first ideas for the construction of synthetic explanations."}]},{"language":[{"iso":"eng"}],"doi":"10.52041/serj.v21i2.46","date_updated":"2022-07-08T12:07:46Z","publication_identifier":{"issn":["1570-1824"]},"publication_status":"published","department":[{"_id":"67"}],"title":"A PLACE FOR A DATA SCIENCE PROJECT IN SCHOOL: BETWEEN STATISTICS AND EPISTEMIC PROGRAMMING","citation":{"ieee":"S. PODWORNY, S. Hüsing, and C. SCHULTE, “A PLACE FOR A DATA SCIENCE PROJECT IN SCHOOL: BETWEEN STATISTICS AND EPISTEMIC PROGRAMMING,” STATISTICS EDUCATION RESEARCH JOURNAL, vol. 21, no. 2, Art. no. 6, 2022, doi: 10.52041/serj.v21i2.46.","short":"S. PODWORNY, S. Hüsing, C. SCHULTE, STATISTICS EDUCATION RESEARCH JOURNAL 21 (2022).","mla":"PODWORNY, SUSANNE, et al. “A PLACE FOR A DATA SCIENCE PROJECT IN SCHOOL: BETWEEN STATISTICS AND EPISTEMIC PROGRAMMING.” STATISTICS EDUCATION RESEARCH JOURNAL, vol. 21, no. 2, 6, International Association for Statistical Education, 2022, doi:10.52041/serj.v21i2.46.","bibtex":"@article{PODWORNY_Hüsing_SCHULTE_2022, title={A PLACE FOR A DATA SCIENCE PROJECT IN SCHOOL: BETWEEN STATISTICS AND EPISTEMIC PROGRAMMING}, volume={21}, DOI={10.52041/serj.v21i2.46}, number={26}, journal={STATISTICS EDUCATION RESEARCH JOURNAL}, publisher={International Association for Statistical Education}, author={PODWORNY, SUSANNE and Hüsing, Sven and SCHULTE, CARSTEN}, year={2022} }","chicago":"PODWORNY, SUSANNE, Sven Hüsing, and CARSTEN SCHULTE. “A PLACE FOR A DATA SCIENCE PROJECT IN SCHOOL: BETWEEN STATISTICS AND EPISTEMIC PROGRAMMING.” STATISTICS EDUCATION RESEARCH JOURNAL 21, no. 2 (2022). https://doi.org/10.52041/serj.v21i2.46.","apa":"PODWORNY, S., Hüsing, S., & SCHULTE, C. (2022). A PLACE FOR A DATA SCIENCE PROJECT IN SCHOOL: BETWEEN STATISTICS AND EPISTEMIC PROGRAMMING. STATISTICS EDUCATION RESEARCH JOURNAL, 21(2), Article 6. https://doi.org/10.52041/serj.v21i2.46","ama":"PODWORNY S, Hüsing S, SCHULTE C. A PLACE FOR A DATA SCIENCE PROJECT IN SCHOOL: BETWEEN STATISTICS AND EPISTEMIC PROGRAMMING. STATISTICS EDUCATION RESEARCH JOURNAL. 2022;21(2). doi:10.52041/serj.v21i2.46"},"type":"journal_article","year":"2022","article_number":"6","issue":"2","_id":"32335","intvolume":" 21","volume":21,"status":"public","date_created":"2022-07-08T12:06:48Z","publisher":"International Association for Statistical Education","author":[{"full_name":"PODWORNY, SUSANNE","first_name":"SUSANNE","last_name":"PODWORNY"},{"last_name":"Hüsing","id":"58465","first_name":"Sven","full_name":"Hüsing, Sven"},{"last_name":"SCHULTE","first_name":"CARSTEN","full_name":"SCHULTE, CARSTEN"}],"keyword":["Education","Statistics and Probability"],"publication":"STATISTICS EDUCATION RESEARCH JOURNAL","user_id":"58465","abstract":[{"text":"Aspects of data science surround us in many contexts, for example regarding climate change, air pollution, and other environmental issues. To open the “data-science-black-box” for lower secondary school students we developed a data science project focussing on the analysis of self-collected environmental data. We embed this project in computer science education, which enables us to use a new knowledge-based programming approach for the data analysis within Jupyter Notebooks and the programming language Python. In this paper, we evaluate the second cycle of this project which took place in a ninth-grade computer science class. In particular, we present how the students coped with the professional tool of Jupyter Notebooks for doing statistical investigations and which insights they gained.","lang":"eng"}]},{"abstract":[{"text":"Students are not aware and have little understanding of collecting and processing personal data in their everyday contexts of interaction with data-driven digital artifacts. To be aware of where, how and why data are collected and processed is important to be self-determined. Therefore, we develop and evaluate a teaching sequence to provide reasoning about data as a fundamental aspect of statistical literacy. This teaching sequences deals with the context of interaction with a cellular network where location data are collected. Students get real location data from an unknown person which can be explored with the aim to characterize the person. Students gain different insights by using different basic filters and explain how they achieve these. The results of the exploratory study indicate that students learned to gain insights by exploring given location data and that these insights may describe the person with detailed aspects that may not necessarily be true.","lang":"eng"}],"title":"Exploration of Location Data: Real Data in the Context of Interaction with a Cellular Network","user_id":"58041","author":[{"first_name":"Lukas","full_name":"Höper, Lukas","last_name":"Höper","id":"58041"},{"full_name":"Podworny, Susanne","first_name":"Susanne","last_name":"Podworny"},{"last_name":"Schulte","id":"60311","first_name":"Carsten","full_name":"Schulte, Carsten"},{"last_name":"Frischemeier","full_name":"Frischemeier, Daniel","first_name":"Daniel"}],"publisher":"International Association for Statistical Education","publication":"Proceedings of the IASE 2021 Satellite Conference","department":[{"_id":"67"}],"publication_status":"published","status":"public","date_created":"2022-05-23T09:19:37Z","date_updated":"2022-05-23T09:20:53Z","_id":"31407","doi":"10.52041/iase.nkppy","type":"conference","year":"2022","citation":{"apa":"Höper, L., Podworny, S., Schulte, C., & Frischemeier, D. (2022). Exploration of Location Data: Real Data in the Context of Interaction with a Cellular Network. Proceedings of the IASE 2021 Satellite Conference. https://doi.org/10.52041/iase.nkppy","ama":"Höper L, Podworny S, Schulte C, Frischemeier D. Exploration of Location Data: Real Data in the Context of Interaction with a Cellular Network. In: Proceedings of the IASE 2021 Satellite Conference. International Association for Statistical Education; 2022. doi:10.52041/iase.nkppy","chicago":"Höper, Lukas, Susanne Podworny, Carsten Schulte, and Daniel Frischemeier. “Exploration of Location Data: Real Data in the Context of Interaction with a Cellular Network.” In Proceedings of the IASE 2021 Satellite Conference. International Association for Statistical Education, 2022. https://doi.org/10.52041/iase.nkppy.","bibtex":"@inproceedings{Höper_Podworny_Schulte_Frischemeier_2022, title={Exploration of Location Data: Real Data in the Context of Interaction with a Cellular Network}, DOI={10.52041/iase.nkppy}, booktitle={Proceedings of the IASE 2021 Satellite Conference}, publisher={International Association for Statistical Education}, author={Höper, Lukas and Podworny, Susanne and Schulte, Carsten and Frischemeier, Daniel}, year={2022} }","mla":"Höper, Lukas, et al. “Exploration of Location Data: Real Data in the Context of Interaction with a Cellular Network.” Proceedings of the IASE 2021 Satellite Conference, International Association for Statistical Education, 2022, doi:10.52041/iase.nkppy.","short":"L. Höper, S. Podworny, C. Schulte, D. Frischemeier, in: Proceedings of the IASE 2021 Satellite Conference, International Association for Statistical Education, 2022.","ieee":"L. Höper, S. Podworny, C. Schulte, and D. Frischemeier, “Exploration of Location Data: Real Data in the Context of Interaction with a Cellular Network,” 2022, doi: 10.52041/iase.nkppy."},"language":[{"iso":"eng"}]},{"status":"public","date_created":"2023-01-23T15:19:44Z","author":[{"first_name":"Felix","full_name":"Winkelnkemper, Felix","last_name":"Winkelnkemper","id":"3117"},{"full_name":"Huhmann, Tobias","first_name":"Tobias","last_name":"Huhmann"},{"last_name":"Bechinie","first_name":"Dominik","full_name":"Bechinie, Dominik"},{"last_name":"Eilerts","first_name":"Katja","full_name":"Eilerts, Katja"},{"first_name":"Michael","full_name":"Lenke, Michael","last_name":"Lenke"},{"first_name":"Carsten","full_name":"Schulte, Carsten","last_name":"Schulte","id":"60311"}],"keyword":["⛔ No DOI found"],"publication":"Society for Information Technology & Teacher Education International Conference","department":[{"_id":"67"}],"title":"Supporting Geometry Learning Digitally-an Interdisciplinary Project to Foster Spatial Competences and Individual Learning Paths by Using Adaptable Algorithmic Feedback Capabilities","user_id":"21145","citation":{"apa":"Winkelnkemper, F., Huhmann, T., Bechinie, D., Eilerts, K., Lenke, M., & Schulte, C. (2022). Supporting Geometry Learning Digitally-an Interdisciplinary Project to Foster Spatial Competences and Individual Learning Paths by Using Adaptable Algorithmic Feedback Capabilities. Society for Information Technology & Teacher Education International Conference, 1407–1413.","ama":"Winkelnkemper F, Huhmann T, Bechinie D, Eilerts K, Lenke M, Schulte C. Supporting Geometry Learning Digitally-an Interdisciplinary Project to Foster Spatial Competences and Individual Learning Paths by Using Adaptable Algorithmic Feedback Capabilities. In: Society for Information Technology & Teacher Education International Conference. ; 2022:1407–1413.","chicago":"Winkelnkemper, Felix, Tobias Huhmann, Dominik Bechinie, Katja Eilerts, Michael Lenke, and Carsten Schulte. “Supporting Geometry Learning Digitally-an Interdisciplinary Project to Foster Spatial Competences and Individual Learning Paths by Using Adaptable Algorithmic Feedback Capabilities.” In Society for Information Technology & Teacher Education International Conference, 1407–1413, 2022.","mla":"Winkelnkemper, Felix, et al. “Supporting Geometry Learning Digitally-an Interdisciplinary Project to Foster Spatial Competences and Individual Learning Paths by Using Adaptable Algorithmic Feedback Capabilities.” Society for Information Technology & Teacher Education International Conference, 2022, pp. 1407–1413.","bibtex":"@inproceedings{Winkelnkemper_Huhmann_Bechinie_Eilerts_Lenke_Schulte_2022, title={Supporting Geometry Learning Digitally-an Interdisciplinary Project to Foster Spatial Competences and Individual Learning Paths by Using Adaptable Algorithmic Feedback Capabilities}, booktitle={Society for Information Technology & Teacher Education International Conference}, author={Winkelnkemper, Felix and Huhmann, Tobias and Bechinie, Dominik and Eilerts, Katja and Lenke, Michael and Schulte, Carsten}, year={2022}, pages={1407–1413} }","short":"F. Winkelnkemper, T. Huhmann, D. Bechinie, K. Eilerts, M. Lenke, C. Schulte, in: Society for Information Technology & Teacher Education International Conference, 2022, pp. 1407–1413.","ieee":"F. Winkelnkemper, T. Huhmann, D. Bechinie, K. Eilerts, M. Lenke, and C. Schulte, “Supporting Geometry Learning Digitally-an Interdisciplinary Project to Foster Spatial Competences and Individual Learning Paths by Using Adaptable Algorithmic Feedback Capabilities,” in Society for Information Technology & Teacher Education International Conference, 2022, pp. 1407–1413."},"type":"conference","year":"2022","page":"1407–1413","language":[{"iso":"eng"}],"_id":"38158","date_updated":"2023-01-24T09:17:22Z"},{"status":"public","date_created":"2023-01-24T09:11:30Z","author":[{"first_name":"Carsten","full_name":"Schulte, Carsten","last_name":"Schulte","id":"60311"},{"last_name":"Winkelnkemper","id":"3117","first_name":"Felix","full_name":"Winkelnkemper, Felix"}],"publisher":"Herder","department":[{"_id":"67"}],"publication":"Theologie im Übergang - Identität - Digitalisierung - Dialog","user_id":"21145","title":"Digitalisierung als Chance und Herausforderung - Bemerkungen aus der Didaktik der Informatik","place":"Freiburg im Breisgau","language":[{"iso":"eng"}],"type":"book_chapter","citation":{"mla":"Schulte, Carsten, and Felix Winkelnkemper. “Digitalisierung Als Chance Und Herausforderung - Bemerkungen Aus Der Didaktik Der Informatik.” Theologie Im Übergang - Identität - Digitalisierung - Dialog, Herder, 2022, pp. 117–135.","bibtex":"@inbook{Schulte_Winkelnkemper_2022, place={Freiburg im Breisgau}, series={Kirche in Zeiten der Veränderung}, title={Digitalisierung als Chance und Herausforderung - Bemerkungen aus der Didaktik der Informatik}, booktitle={Theologie im Übergang - Identität - Digitalisierung - Dialog}, publisher={Herder}, author={Schulte, Carsten and Winkelnkemper, Felix}, year={2022}, pages={117–135}, collection={Kirche in Zeiten der Veränderung} }","ama":"Schulte C, Winkelnkemper F. Digitalisierung als Chance und Herausforderung - Bemerkungen aus der Didaktik der Informatik. In: Theologie Im Übergang - Identität - Digitalisierung - Dialog. Kirche in Zeiten der Veränderung. Herder; 2022:117–135.","apa":"Schulte, C., & Winkelnkemper, F. (2022). Digitalisierung als Chance und Herausforderung - Bemerkungen aus der Didaktik der Informatik. In Theologie im Übergang - Identität - Digitalisierung - Dialog (pp. 117–135). Herder.","chicago":"Schulte, Carsten, and Felix Winkelnkemper. “Digitalisierung Als Chance Und Herausforderung - Bemerkungen Aus Der Didaktik Der Informatik.” In Theologie Im Übergang - Identität - Digitalisierung - Dialog, 117–135. Kirche in Zeiten Der Veränderung. Freiburg im Breisgau: Herder, 2022.","ieee":"C. Schulte and F. Winkelnkemper, “Digitalisierung als Chance und Herausforderung - Bemerkungen aus der Didaktik der Informatik,” in Theologie im Übergang - Identität - Digitalisierung - Dialog, Freiburg im Breisgau: Herder, 2022, pp. 117–135.","short":"C. Schulte, F. Winkelnkemper, in: Theologie Im Übergang - Identität - Digitalisierung - Dialog, Herder, Freiburg im Breisgau, 2022, pp. 117–135."},"year":"2022","page":"117–135","series_title":"Kirche in Zeiten der Veränderung","date_updated":"2023-01-24T09:18:30Z","_id":"39080"},{"doi":"10.21125/edulearn.2022.2416","date_updated":"2023-01-24T09:17:28Z","_id":"38160","year":"2022","citation":{"ieee":"T. Huhmann and F. Winkelnkemper, “SUPPORTING GEOMETRY LEARNING DIGITALLY THROUGH ADAPTABLE ALGORITHMIC FEEDBACK-CHALLENGES AND SOLUTIONS,” in EDULEARN22 Proceedings, 2022, pp. 10017–10026, doi: 10.21125/edulearn.2022.2416.","short":"T. Huhmann, F. Winkelnkemper, in: EDULEARN22 Proceedings, 2022, pp. 10017–10026.","bibtex":"@inproceedings{Huhmann_Winkelnkemper_2022, title={SUPPORTING GEOMETRY LEARNING DIGITALLY THROUGH ADAPTABLE ALGORITHMIC FEEDBACK-CHALLENGES AND SOLUTIONS}, DOI={10.21125/edulearn.2022.2416}, booktitle={EDULEARN22 Proceedings}, author={Huhmann, Tobias and Winkelnkemper, Felix}, year={2022}, pages={10017–10026} }","mla":"Huhmann, Tobias, and Felix Winkelnkemper. “SUPPORTING GEOMETRY LEARNING DIGITALLY THROUGH ADAPTABLE ALGORITHMIC FEEDBACK-CHALLENGES AND SOLUTIONS.” EDULEARN22 Proceedings, 2022, pp. 10017–10026, doi:10.21125/edulearn.2022.2416.","chicago":"Huhmann, Tobias, and Felix Winkelnkemper. “SUPPORTING GEOMETRY LEARNING DIGITALLY THROUGH ADAPTABLE ALGORITHMIC FEEDBACK-CHALLENGES AND SOLUTIONS.” In EDULEARN22 Proceedings, 10017–10026, 2022. https://doi.org/10.21125/edulearn.2022.2416.","apa":"Huhmann, T., & Winkelnkemper, F. (2022). SUPPORTING GEOMETRY LEARNING DIGITALLY THROUGH ADAPTABLE ALGORITHMIC FEEDBACK-CHALLENGES AND SOLUTIONS. EDULEARN22 Proceedings, 10017–10026. https://doi.org/10.21125/edulearn.2022.2416","ama":"Huhmann T, Winkelnkemper F. SUPPORTING GEOMETRY LEARNING DIGITALLY THROUGH ADAPTABLE ALGORITHMIC FEEDBACK-CHALLENGES AND SOLUTIONS. In: EDULEARN22 Proceedings. ; 2022:10017–10026. doi:10.21125/edulearn.2022.2416"},"type":"conference","page":"10017–10026","language":[{"iso":"eng"}],"title":"SUPPORTING GEOMETRY LEARNING DIGITALLY THROUGH ADAPTABLE ALGORITHMIC FEEDBACK-CHALLENGES AND SOLUTIONS","user_id":"21145","status":"public","date_created":"2023-01-23T15:21:21Z","author":[{"full_name":"Huhmann, Tobias","first_name":"Tobias","last_name":"Huhmann"},{"first_name":"Felix","full_name":"Winkelnkemper, Felix","last_name":"Winkelnkemper"}],"publication":"EDULEARN22 Proceedings","department":[{"_id":"67"}]},{"title":"Pentomino Digital - Mit Einer App Geometrie Lernen","user_id":"21145","status":"public","date_created":"2023-01-23T15:22:27Z","author":[{"last_name":"Huhmann","first_name":"Tobias","full_name":"Huhmann, Tobias"},{"last_name":"Eilerts","full_name":"Eilerts, Katja","first_name":"Katja"},{"full_name":"Winkelnkemper, Felix","first_name":"Felix","last_name":"Winkelnkemper"}],"department":[{"_id":"67"}],"keyword":["⛔ No DOI found"],"publication":"Mathematik differenziert","issue":"4-2022","_id":"38162","date_updated":"2023-01-24T09:17:10Z","citation":{"mla":"Huhmann, Tobias, et al. “Pentomino Digital - Mit Einer App Geometrie Lernen.” Mathematik Differenziert, no. 4–2022, 2022, pp. 42–45.","bibtex":"@article{Huhmann_Eilerts_Winkelnkemper_2022, title={Pentomino Digital - Mit Einer App Geometrie Lernen}, number={4–2022}, journal={Mathematik differenziert}, author={Huhmann, Tobias and Eilerts, Katja and Winkelnkemper, Felix}, year={2022}, pages={42–45} }","chicago":"Huhmann, Tobias, Katja Eilerts, and Felix Winkelnkemper. “Pentomino Digital - Mit Einer App Geometrie Lernen.” Mathematik Differenziert, no. 4–2022 (2022): 42–45.","apa":"Huhmann, T., Eilerts, K., & Winkelnkemper, F. (2022). Pentomino Digital - Mit Einer App Geometrie Lernen. Mathematik Differenziert, 4–2022, 42–45.","ama":"Huhmann T, Eilerts K, Winkelnkemper F. Pentomino Digital - Mit Einer App Geometrie Lernen. Mathematik differenziert. 2022;(4-2022):42–45.","ieee":"T. Huhmann, K. Eilerts, and F. Winkelnkemper, “Pentomino Digital - Mit Einer App Geometrie Lernen,” Mathematik differenziert, no. 4–2022, pp. 42–45, 2022.","short":"T. Huhmann, K. Eilerts, F. Winkelnkemper, Mathematik Differenziert (2022) 42–45."},"type":"journal_article","year":"2022","page":"42–45","language":[{"iso":"eng"}]},{"doi":"10.52041/iase.icots11.t2h3","date_updated":"2023-01-27T12:24:33Z","_id":"40510","year":"2022","type":"conference","citation":{"short":"S. Podworny, Y. Fleischer, S. Hüsing, in: Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. Proceedings of the Eleventh International Conference on Teaching Statistics, International Association for Statistical Education, 2022.","ieee":"S. Podworny, Y. Fleischer, and S. Hüsing, “Grade 6 Students’ Perception and Use of Data-Based Decision Trees,” 2022, doi: 10.52041/iase.icots11.t2h3.","ama":"Podworny S, Fleischer Y, Hüsing S. Grade 6 Students’ Perception and Use of Data-Based Decision Trees. In: Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. Proceedings of the Eleventh International Conference on Teaching Statistics. International Association for Statistical Education; 2022. doi:10.52041/iase.icots11.t2h3","apa":"Podworny, S., Fleischer, Y., & Hüsing, S. (2022). Grade 6 Students’ Perception and Use of Data-Based Decision Trees. Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. Proceedings of the Eleventh International Conference on Teaching Statistics. https://doi.org/10.52041/iase.icots11.t2h3","chicago":"Podworny, Susanne, Yannik Fleischer, and Sven Hüsing. “Grade 6 Students’ Perception and Use of Data-Based Decision Trees.” In Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. Proceedings of the Eleventh International Conference on Teaching Statistics. International Association for Statistical Education, 2022. https://doi.org/10.52041/iase.icots11.t2h3.","bibtex":"@inproceedings{Podworny_Fleischer_Hüsing_2022, title={Grade 6 Students’ Perception and Use of Data-Based Decision Trees}, DOI={10.52041/iase.icots11.t2h3}, booktitle={Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. Proceedings of the Eleventh International Conference on Teaching Statistics}, publisher={International Association for Statistical Education}, author={Podworny, Susanne and Fleischer, Yannik and Hüsing, Sven}, year={2022} }","mla":"Podworny, Susanne, et al. “Grade 6 Students’ Perception and Use of Data-Based Decision Trees.” Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. Proceedings of the Eleventh International Conference on Teaching Statistics, International Association for Statistical Education, 2022, doi:10.52041/iase.icots11.t2h3."},"language":[{"iso":"eng"}],"title":"Grade 6 Students’ Perception and Use of Data-Based Decision Trees","user_id":"58465","abstract":[{"lang":"eng","text":"Decision-making processes are often based on data and data-driven machine learning methods in different areas such as recommender systems, medicine, criminalistics, etc. Well-informed citizens need at least a minimal understanding and critical reflection of corresponding data-driven machine learning methods. Decision trees are a method that can foster a preformal understanding of machine learning. We developed an exploratory teaching unit introducing decision trees in grade 6 along the question “How can Artificial Intelligence help us decide whether food is rather recommendable or not?” Students’ performances in an assessment task and self-assessment show that young learners can use a decision tree to classify new items and that they found the corresponding teaching unit informative."}],"publication_status":"published","date_created":"2023-01-27T12:23:45Z","status":"public","department":[{"_id":"67"}],"publication":"Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. Proceedings of the Eleventh International Conference on Teaching Statistics","publisher":"International Association for Statistical Education","author":[{"full_name":"Podworny, Susanne","first_name":"Susanne","last_name":"Podworny"},{"last_name":"Fleischer","full_name":"Fleischer, Yannik","first_name":"Yannik"},{"full_name":"Hüsing, Sven","first_name":"Sven","id":"58465","last_name":"Hüsing"}]},{"abstract":[{"lang":"eng","text":"We report on our work with students in our data science courses, focusing on the analysis of students’ results. This study represents an in-depth analysis of students’ creation and documentation of machine learning models. The students were supported by educationally designed Jupyter Notebooks, which are used as worked examples. Using the worked example, students document their results in a so-called computational essay. We examine which aspects of creating computational essays are difficult for students to find out how worked examples should be designed to support students without being too prescriptive. We analyze the computational essays produced by students and draw consequences for redesigning our worked example."}],"user_id":"58465","title":"Jupyter Notebooks for Teaching, Learning, and Doing Data Science","author":[{"first_name":"Yannik","full_name":"Fleischer, Yannik","last_name":"Fleischer"},{"id":"58465","last_name":"Hüsing","full_name":"Hüsing, Sven","first_name":"Sven"},{"first_name":"Rolf","full_name":"Biehler, Rolf","last_name":"Biehler","id":"16274"},{"first_name":"Susanne","full_name":"Podworny, Susanne","last_name":"Podworny"},{"last_name":"Schulte","id":"60311","first_name":"Carsten","full_name":"Schulte, Carsten"}],"publisher":"International Association for Statistical Education","department":[{"_id":"34"},{"_id":"10"},{"_id":"97"},{"_id":"363"},{"_id":"67"}],"publication":"Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. Proceedings of the Eleventh International Conference on Teaching Statistics","status":"public","date_created":"2023-01-10T08:50:47Z","editor":[{"full_name":"Peters, S. A.","first_name":"S. A.","last_name":"Peters"},{"last_name":"Zapata-Cardona","full_name":"Zapata-Cardona, L.","first_name":"L."},{"full_name":"Bonafini, F.","first_name":"F.","last_name":"Bonafini"},{"first_name":"A.","full_name":"Fan, A.","last_name":"Fan"}],"publication_status":"published","_id":"35674","date_updated":"2023-01-30T12:09:59Z","doi":"10.52041/iase.icots11.t10e3","language":[{"iso":"eng"}],"year":"2022","citation":{"ieee":"Y. Fleischer, S. Hüsing, R. Biehler, S. Podworny, and C. Schulte, “Jupyter Notebooks for Teaching, Learning, and Doing Data Science,” in Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. Proceedings of the Eleventh International Conference on Teaching Statistics, 2022, doi: 10.52041/iase.icots11.t10e3.","short":"Y. Fleischer, S. Hüsing, R. Biehler, S. Podworny, C. Schulte, in: S.A. Peters, L. Zapata-Cardona, F. Bonafini, A. Fan (Eds.), Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. Proceedings of the Eleventh International Conference on Teaching Statistics, International Association for Statistical Education, 2022.","mla":"Fleischer, Yannik, et al. “Jupyter Notebooks for Teaching, Learning, and Doing Data Science.” Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. Proceedings of the Eleventh International Conference on Teaching Statistics, edited by S. A. Peters et al., International Association for Statistical Education, 2022, doi:10.52041/iase.icots11.t10e3.","bibtex":"@inproceedings{Fleischer_Hüsing_Biehler_Podworny_Schulte_2022, title={Jupyter Notebooks for Teaching, Learning, and Doing Data Science}, DOI={10.52041/iase.icots11.t10e3}, booktitle={Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. Proceedings of the Eleventh International Conference on Teaching Statistics}, publisher={International Association for Statistical Education}, author={Fleischer, Yannik and Hüsing, Sven and Biehler, Rolf and Podworny, Susanne and Schulte, Carsten}, editor={Peters, S. A. and Zapata-Cardona, L. and Bonafini, F. and Fan, A.}, year={2022} }","chicago":"Fleischer, Yannik, Sven Hüsing, Rolf Biehler, Susanne Podworny, and Carsten Schulte. “Jupyter Notebooks for Teaching, Learning, and Doing Data Science.” In Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. Proceedings of the Eleventh International Conference on Teaching Statistics, edited by S. A. Peters, L. Zapata-Cardona, F. Bonafini, and A. Fan. International Association for Statistical Education, 2022. https://doi.org/10.52041/iase.icots11.t10e3.","apa":"Fleischer, Y., Hüsing, S., Biehler, R., Podworny, S., & Schulte, C. (2022). Jupyter Notebooks for Teaching, Learning, and Doing Data Science. In S. A. Peters, L. Zapata-Cardona, F. Bonafini, & A. Fan (Eds.), Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. Proceedings of the Eleventh International Conference on Teaching Statistics. International Association for Statistical Education. https://doi.org/10.52041/iase.icots11.t10e3","ama":"Fleischer Y, Hüsing S, Biehler R, Podworny S, Schulte C. Jupyter Notebooks for Teaching, Learning, and Doing Data Science. In: Peters SA, Zapata-Cardona L, Bonafini F, Fan A, eds. Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. Proceedings of the Eleventh International Conference on Teaching Statistics. International Association for Statistical Education; 2022. doi:10.52041/iase.icots11.t10e3"},"type":"conference"},{"publication_status":"published","date_created":"2022-04-22T08:30:59Z","status":"public","publication":"Proceedings of the IASE 2021 Satellite Conference","department":[{"_id":"67"}],"publisher":"International Association for Statistical Education","author":[{"first_name":"Sven","full_name":"Hüsing, Sven","last_name":"Hüsing","id":"58465"},{"full_name":"Podworny, Susanne","first_name":"Susanne","last_name":"Podworny"}],"title":"Computational Essays as an Approach for Reproducible Data Analysis in lower Secondary School","user_id":"58465","abstract":[{"lang":"eng","text":"Data Science has become an increasingly important aspect of our everyday lives as we gain a lot of different insights from data analyses, for example in the context of environmental issues. In order to make the process of data analyses comprehensible for lower secondary school students, we developed a data analysis project for computer science classes, focusing on gaining insights from environmental data by using the concept of epistemic programming. In this article, we report on the second implementation of this project, which was conducted in a ninth-grade computer science class. Concretely, we want to examine, how far the students were able to create computational essays to conduct reproducible data analyses on their own. In this regard, the computational essays created with the help of the professional tool Jupyter Notebooks will be examined in terms of aspects of reproducibility."}],"type":"conference","year":"2022","citation":{"mla":"Hüsing, Sven, and Susanne Podworny. “Computational Essays as an Approach for Reproducible Data Analysis in Lower Secondary School.” Proceedings of the IASE 2021 Satellite Conference, International Association for Statistical Education, 2022, doi:10.52041/iase.zwwoh.","bibtex":"@inproceedings{Hüsing_Podworny_2022, title={Computational Essays as an Approach for Reproducible Data Analysis in lower Secondary School}, DOI={10.52041/iase.zwwoh}, booktitle={Proceedings of the IASE 2021 Satellite Conference}, publisher={International Association for Statistical Education}, author={Hüsing, Sven and Podworny, Susanne}, year={2022} }","chicago":"Hüsing, Sven, and Susanne Podworny. “Computational Essays as an Approach for Reproducible Data Analysis in Lower Secondary School.” In Proceedings of the IASE 2021 Satellite Conference. International Association for Statistical Education, 2022. https://doi.org/10.52041/iase.zwwoh.","ama":"Hüsing S, Podworny S. Computational Essays as an Approach for Reproducible Data Analysis in lower Secondary School. In: Proceedings of the IASE 2021 Satellite Conference. International Association for Statistical Education; 2022. doi:10.52041/iase.zwwoh","apa":"Hüsing, S., & Podworny, S. (2022). Computational Essays as an Approach for Reproducible Data Analysis in lower Secondary School. Proceedings of the IASE 2021 Satellite Conference. https://doi.org/10.52041/iase.zwwoh","ieee":"S. Hüsing and S. Podworny, “Computational Essays as an Approach for Reproducible Data Analysis in lower Secondary School,” 2022, doi: 10.52041/iase.zwwoh.","short":"S. Hüsing, S. Podworny, in: Proceedings of the IASE 2021 Satellite Conference, International Association for Statistical Education, 2022."},"language":[{"iso":"eng"}],"main_file_link":[{"url":"https://iase-web.org/documents/papers/sat2021/IASE2021%20Satellite%20156_HUSING.pdf?1649974216"}],"doi":"10.52041/iase.zwwoh","_id":"30937","date_updated":"2023-01-30T12:10:57Z"},{"title":"Teaching and Learning Data-Driven Machine Learning with Educationally Designed Jupyter Notebooks","department":[{"_id":"34"},{"_id":"10"},{"_id":"97"},{"_id":"363"},{"_id":"67"}],"publication_status":"published","publication_identifier":{"issn":["1570-1824"]},"date_updated":"2023-01-30T12:52:57Z","doi":"10.52041/serj.v21i2.61","language":[{"iso":"eng"}],"abstract":[{"lang":"eng","text":"This study examines modelling with machine learning. In the context of a yearlong data science course, the study explores how upper secondary students apply machine learning with Jupyter Notebooks and document the modelling process as a computational essay incorporating the different steps of the CRISP-DM cycle. The students’ work is based on a teaching module about decision trees in machine learning and a worked example of such a modelling process. The study outlines the students’ performance in carrying out the machine learning technically and reasoning about bias in the data, different data preparation steps, the application context, and the resulting decision model. Furthermore, the context of the study and the theoretical backgrounds are presented."}],"user_id":"60311","publication":"Statistics Education Research Journal","keyword":["Education","Statistics and Probability"],"author":[{"last_name":"Fleischer","full_name":"Fleischer, Yannik","first_name":"Yannik"},{"full_name":"Biehler, Rolf","first_name":"Rolf","id":"16274","last_name":"Biehler"},{"last_name":"Schulte","id":"60311","first_name":"Carsten","full_name":"Schulte, Carsten"}],"publisher":"International Association for Statistical Education","volume":21,"date_created":"2023-01-10T08:48:23Z","status":"public","_id":"35672","intvolume":" 21","article_number":"7","issue":"2","citation":{"mla":"Fleischer, Yannik, et al. “Teaching and Learning Data-Driven Machine Learning with Educationally Designed Jupyter Notebooks.” Statistics Education Research Journal, vol. 21, no. 2, 7, International Association for Statistical Education, 2022, doi:10.52041/serj.v21i2.61.","bibtex":"@article{Fleischer_Biehler_Schulte_2022, title={Teaching and Learning Data-Driven Machine Learning with Educationally Designed Jupyter Notebooks}, volume={21}, DOI={10.52041/serj.v21i2.61}, number={27}, journal={Statistics Education Research Journal}, publisher={International Association for Statistical Education}, author={Fleischer, Yannik and Biehler, Rolf and Schulte, Carsten}, year={2022} }","apa":"Fleischer, Y., Biehler, R., & Schulte, C. 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Gesellschaft für Informatik, Bonn, 2021. https://doi.org/10.18420/infos2021\\_w278.","bibtex":"@inproceedings{Podworny_Höper_Fleischer_Hüsing_Schulte_2021, series={LNI}, title={Data Science ab Klasse 5 - Konkrete Unterrichtsvorschläge für künstliche Intelligenz unplugged und Datenbewusstsein}, volume={{P-313}, DOI={10.18420/infos2021\\_w278}, booktitle={19. GI-Fachtagung Informatik und Schule, INFOS 2021, Wuppertal, Germany, September 8-10, 2021}, publisher={Gesellschaft für Informatik, Bonn}, author={Podworny, Susanne and Höper, Lukas and Fleischer, Yannik and Hüsing, Sven and Schulte, Carsten}, editor={Humbert, Ludger}, year={2021}, pages={327}, collection={LNI} }","mla":"Podworny, Susanne, et al. “Data Science ab Klasse 5 - Konkrete Unterrichtsvorschläge für künstliche Intelligenz unplugged und Datenbewusstsein.” 19. GI-Fachtagung Informatik und Schule, INFOS 2021, Wuppertal, Germany, September 8-10, 2021, edited by Ludger Humbert, vol. {P-313, Gesellschaft für Informatik, Bonn, 2021, p. 327, doi:10.18420/infos2021\\_w278.","short":"S. Podworny, L. Höper, Y. Fleischer, S. Hüsing, C. Schulte, in: L. Humbert (Ed.), 19. GI-Fachtagung Informatik und Schule, INFOS 2021, Wuppertal, Germany, September 8-10, 2021, Gesellschaft für Informatik, Bonn, 2021, p. 327.","ieee":"S. Podworny, L. Höper, Y. Fleischer, S. Hüsing, and C. Schulte, “Data Science ab Klasse 5 - Konkrete Unterrichtsvorschläge für künstliche Intelligenz unplugged und Datenbewusstsein,” in 19. GI-Fachtagung Informatik und Schule, INFOS 2021, Wuppertal, Germany, September 8-10, 2021, 2021, vol. {P-313, p. 327, doi: 10.18420/infos2021\\_w278."},"type":"conference","language":[{"iso":"ger"}],"series_title":"LNI"}]