---
_id: '64625'
author:
- first_name: Anna
full_name: Fergusson, Anna
last_name: Fergusson
- first_name: Susanne
full_name: Podworny, Susanne
id: '30619'
last_name: Podworny
orcid: 0000-0002-6313-5987
- first_name: Yannik
full_name: Fleischer, Yannik
id: '42660'
last_name: Fleischer
orcid: https://orcid.org/0000-0003-0318-0329
- first_name: Sven
full_name: Hüsing, Sven
id: '58465'
last_name: Hüsing
- first_name: Malia S.
full_name: Puloka, Malia S.
last_name: Puloka
- first_name: Rolf
full_name: Biehler, Rolf
id: '16274'
last_name: Biehler
- first_name: Maxine
full_name: Pfannkuch, Maxine
last_name: Pfannkuch
- first_name: Stephanie
full_name: Budgett, Stephanie
last_name: Budgett
- first_name: Michelle
full_name: Dalrymple, Michelle
last_name: Dalrymple
citation:
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: Proceedings of the IASE 2025 Satellite Conference - Statistics and Data
Science Education in STEAM. International Association for Statistics Education;
2026. doi:10.52041/iase25.138'
apa: 'Fergusson, A., Podworny, S., Fleischer, Y., Hüsing, S., Puloka, M. S., Biehler,
R., Pfannkuch, M., Budgett, S., & 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. Proceedings of the IASE 2025 Satellite Conference - Statistics
and Data Science Education in STEAM. https://doi.org/10.52041/iase25.138'
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={10.52041/iase25.138},
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} }'
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 Proceedings of the IASE 2025 Satellite
Conference - Statistics and Data Science Education in STEAM. International
Association for Statistics Education, 2026. https://doi.org/10.52041/iase25.138.'
ieee: 'A. Fergusson 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,” 2026,
doi: 10.52041/iase25.138.'
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.” Proceedings
of the IASE 2025 Satellite Conference - Statistics and Data Science Education
in STEAM, International Association for Statistics Education, 2026, doi:10.52041/iase25.138.'
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.'
date_created: 2026-02-25T14:57:57Z
date_updated: 2026-02-25T14:58:49Z
department:
- _id: '67'
doi: 10.52041/iase25.138
language:
- iso: eng
publication: Proceedings of the IASE 2025 Satellite Conference - Statistics and Data
Science Education in STEAM
publication_status: published
publisher: International Association for Statistics Education
status: public
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'
type: conference
user_id: '58465'
year: '2026'
...
---
_id: '63606'
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.'
- lang: eng
text: 'Nowadays, data-driven digital artefacts have become an integral part of our
everyday lives. In interactions with such artefacts, data plays a central role,
including personal data of students who use these systems, for example. From the
perspective of computing education, a key goal is to enable students to understand
data-driven digital artefacts from their everyday lives, to adopt informed and
reflected positions towards them, and to actively shape the digital world. This,
in turn, requires that students are able to apply what they have learned in classes
to their everyday interactions with data-driven digital artefacts, allowing them
to engage critically with these artefacts and the role of data, and to act in
a self-determined, agentic, and responsible way. In line with these goals of computing
education, this dissertation develops and evaluates the data awareness framework
(Datenbewusstsein). Data awareness provides students with an explanatory model
that serves as a means of accessing the data-driven world, aiming to help them
perceive, understand, and reflect on both their own role in interactions with
data-driven digital artefacts and the role of data in those interactions. In doing
so, data awareness aims to support students in acting in a self-determined, agentic,
and responsible way in a data-driven world. The development and evaluation of
the framework follows a design-based research approach, for which a specific procedural
model was developed from a computing education perspective. The dissertation has
two overarching goals: first, to develop a theoretical framework for data awareness
in computing education, and second, to develop an educational approach for fostering
students'' data awareness. Over three iterative cycles, students'' data awareness
will be empirically examined through teaching units in computing classes. The
focus lies, among other things, on students'' understanding of the role of data
in data-driven digital artefacts, on fostering their engagement with such artefacts
in everyday life, and on contributing to the development of their agency and empowered
behaviour. Two main outcomes of this dissertation are the conceptualisation of
data awareness and the development of the educational approach to learning explanatory
models in computing education. Accordingly, students learn an explanatory model
for data awareness in teaching units and apply it to everyday examples of data-driven
digital artefacts. The empirical findings will show that students understand the
model, perceive it as subjectively relevant to their everyday lives, and that
it can support empowered behaviour and agency.'
author:
- first_name: Lukas
full_name: Höper, Lukas
id: '58041'
last_name: Höper
citation:
ama: Höper L. Entwicklung Und Evaluation Des Konzepts Datenbewusstsein Für Informatische
Bildung.; 2025. doi:https://doi.org/10.17619/UNIPB/1-2420
apa: Höper, L. (2025). Entwicklung und Evaluation des Konzepts Datenbewusstsein
für informatische Bildung. https://doi.org/10.17619/UNIPB/1-2420
bibtex: '@book{Höper_2025, title={Entwicklung und Evaluation des Konzepts Datenbewusstsein
für informatische Bildung}, DOI={https://doi.org/10.17619/UNIPB/1-2420},
author={Höper, Lukas}, year={2025} }'
chicago: Höper, Lukas. Entwicklung Und Evaluation Des Konzepts Datenbewusstsein
Für Informatische Bildung, 2025. https://doi.org/10.17619/UNIPB/1-2420.
ieee: L. Höper, Entwicklung und Evaluation des Konzepts Datenbewusstsein für
informatische Bildung. 2025.
mla: Höper, Lukas. Entwicklung Und Evaluation Des Konzepts Datenbewusstsein Für
Informatische Bildung. 2025, doi:https://doi.org/10.17619/UNIPB/1-2420.
short: L. Höper, Entwicklung Und Evaluation Des Konzepts Datenbewusstsein Für Informatische
Bildung, 2025.
date_created: 2026-01-14T08:09:20Z
date_updated: 2026-01-14T08:13:30Z
department:
- _id: '67'
doi: https://doi.org/10.17619/UNIPB/1-2420
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://digital.ub.uni-paderborn.de/hs/download/pdf/8100043
oa: '1'
status: public
title: Entwicklung und Evaluation des Konzepts Datenbewusstsein für informatische
Bildung
type: dissertation
user_id: '58041'
year: '2025'
...
---
_id: '63801'
author:
- first_name: Lara
full_name: Gildehaus, Lara
last_name: Gildehaus
- 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
- first_name: Franzisca
full_name: Strauß, Franzisca
last_name: Strauß
citation:
ama: 'Gildehaus L, Liebendörfer M, Hüsing S, Gottschalk R, Strauß F. Normatives
Modellieren im Kontext des Klimawandels – wie viel CO2 stoßen Lebensmittel aus?
In: Realitätsbezüge im Mathematikunterricht. Springer Berlin Heidelberg;
2025. doi:10.1007/978-3-662-69989-8_6'
apa: Gildehaus, L., Liebendörfer, M., Hüsing, S., Gottschalk, R., & Strauß,
F. (2025). Normatives Modellieren im Kontext des Klimawandels – wie viel CO2 stoßen
Lebensmittel aus? In Realitätsbezüge im Mathematikunterricht. Springer
Berlin Heidelberg. https://doi.org/10.1007/978-3-662-69989-8_6
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={10.1007/978-3-662-69989-8_6},
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} }'
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 Realitätsbezüge im Mathematikunterricht.
Berlin, Heidelberg: Springer Berlin Heidelberg, 2025. https://doi.org/10.1007/978-3-662-69989-8_6.'
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 Realitätsbezüge im Mathematikunterricht, Berlin, Heidelberg: Springer
Berlin Heidelberg, 2025.'
mla: Gildehaus, Lara, et al. “Normatives Modellieren im Kontext des Klimawandels
– wie viel CO2 stoßen Lebensmittel aus?” Realitätsbezüge im Mathematikunterricht,
Springer Berlin Heidelberg, 2025, doi:10.1007/978-3-662-69989-8_6.
short: 'L. Gildehaus, M. Liebendörfer, S. Hüsing, R. Gottschalk, F. Strauß, in:
Realitätsbezüge im Mathematikunterricht, Springer Berlin Heidelberg, Berlin, Heidelberg,
2025.'
date_created: 2026-01-29T10:01:05Z
date_updated: 2026-01-29T10:08:20Z
department:
- _id: '67'
doi: 10.1007/978-3-662-69989-8_6
language:
- iso: ger
place: Berlin, Heidelberg
publication: Realitätsbezüge im Mathematikunterricht
publication_identifier:
isbn:
- '9783662699881'
- '9783662699898'
issn:
- 2625-3550
- 2625-3569
publication_status: published
publisher: Springer Berlin Heidelberg
status: public
title: Normatives Modellieren im Kontext des Klimawandels – wie viel CO2 stoßen Lebensmittel
aus?
type: book_chapter
user_id: '58465'
year: '2025'
...
---
_id: '63805'
author:
- first_name: Hannes
full_name: Stoppel, Hannes
last_name: Stoppel
- first_name: Sven
full_name: Hüsing, Sven
id: '58465'
last_name: Hüsing
citation:
ama: Stoppel H, Hüsing S. Konstruktionistisches Geometrielernen durch epistemisches
Programmieren in Scratch. Beiträge zum Mathematikunterricht; 58. Published
online 2025. doi:10.17877/DE290R-25995
apa: Stoppel, H., & Hüsing, S. (2025). Konstruktionistisches Geometrielernen
durch epistemisches Programmieren in Scratch. Beiträge Zum Mathematikunterricht;
58. https://doi.org/10.17877/DE290R-25995
bibtex: '@article{Stoppel_Hüsing_2025, title={Konstruktionistisches Geometrielernen
durch epistemisches Programmieren in Scratch}, DOI={10.17877/DE290R-25995},
journal={Beiträge zum Mathematikunterricht; 58}, publisher={Gesellschaft für Didaktik
der Mathematik}, author={Stoppel, Hannes and Hüsing, Sven}, year={2025} }'
chicago: Stoppel, Hannes, and Sven Hüsing. “Konstruktionistisches Geometrielernen
Durch Epistemisches Programmieren in Scratch.” Beiträge Zum Mathematikunterricht;
58, 2025. https://doi.org/10.17877/DE290R-25995.
ieee: 'H. Stoppel and S. Hüsing, “Konstruktionistisches Geometrielernen durch epistemisches
Programmieren in Scratch,” Beiträge zum Mathematikunterricht; 58, 2025,
doi: 10.17877/DE290R-25995.'
mla: Stoppel, Hannes, and Sven Hüsing. “Konstruktionistisches Geometrielernen Durch
Epistemisches Programmieren in Scratch.” Beiträge Zum Mathematikunterricht;
58, Gesellschaft für Didaktik der Mathematik, 2025, doi:10.17877/DE290R-25995.
short: H. Stoppel, S. Hüsing, Beiträge Zum Mathematikunterricht; 58 (2025).
date_created: 2026-01-29T10:07:30Z
date_updated: 2026-01-29T10:08:55Z
department:
- _id: '67'
doi: 10.17877/DE290R-25995
language:
- iso: eng
publication: Beiträge zum Mathematikunterricht; 58
publisher: Gesellschaft für Didaktik der Mathematik
status: public
title: Konstruktionistisches Geometrielernen durch epistemisches Programmieren in
Scratch
type: journal_article
user_id: '58465'
year: '2025'
...
---
_id: '63803'
author:
- first_name: Sven
full_name: Hüsing, Sven
id: '58465'
last_name: Hüsing
- first_name: Susanne
full_name: Podworny, Susanne
id: '30619'
last_name: Podworny
orcid: 0000-0002-6313-5987
citation:
ama: 'Hüsing S, Podworny S. Empowering Students to Gain Insights within Data Exploration
Projects in the Classroom - Using, Modifying, and Creating Data Moves through
a Scaffolded Use of Digital Tools. In: Symposium on Integrating AI and Data
Science into School Education across Disciplines. ; 2025.'
apa: Hüsing, S., & 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. Symposium on Integrating
AI and Data Science into School Education across Disciplines.
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} }'
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 Symposium on Integrating
AI and Data Science into School Education across Disciplines, 2025.
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.
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.” Symposium on Integrating
AI and Data Science into School Education across Disciplines, 2025.
short: 'S. Hüsing, S. Podworny, in: Symposium on Integrating AI and Data Science
into School Education across Disciplines, 2025.'
date_created: 2026-01-29T10:03:06Z
date_updated: 2026-01-29T10:09:10Z
department:
- _id: '67'
language:
- iso: eng
publication: Symposium on integrating AI and data science into school education across
disciplines
status: public
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
type: conference
user_id: '58465'
year: '2025'
...
---
_id: '60357'
abstract:
- lang: eng
text: 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.
author:
- first_name: Lutz
full_name: Terfloth, Lutz
id: '37320'
last_name: Terfloth
- first_name: Vivien
full_name: Lohmer, Vivien
last_name: Lohmer
- first_name: Friederike
full_name: Kern, Friederike
last_name: Kern
- first_name: Carsten
full_name: Schulte, Carsten
id: '60311'
last_name: Schulte
citation:
ama: 'Terfloth L, Lohmer V, Kern F, Schulte C. Transcription in Computing Education
Research: A Review and Recommendations. Informatics in Education. Published
online 2025. doi:10.15388/infedu.2025.09'
apa: 'Terfloth, L., Lohmer, V., Kern, F., & Schulte, C. (2025). Transcription
in Computing Education Research: A Review and Recommendations. Informatics
in Education. https://doi.org/10.15388/infedu.2025.09'
bibtex: '@article{Terfloth_Lohmer_Kern_Schulte_2025, title={Transcription in Computing
Education Research: A Review and Recommendations}, DOI={10.15388/infedu.2025.09},
journal={Informatics in Education}, publisher={Vilnius University Press}, author={Terfloth,
Lutz and Lohmer, Vivien and Kern, Friederike and Schulte, Carsten}, year={2025}
}'
chicago: 'Terfloth, Lutz, Vivien Lohmer, Friederike Kern, and Carsten Schulte. “Transcription
in Computing Education Research: A Review and Recommendations.” Informatics
in Education, 2025. https://doi.org/10.15388/infedu.2025.09.'
ieee: 'L. Terfloth, V. Lohmer, F. Kern, and C. Schulte, “Transcription in Computing
Education Research: A Review and Recommendations,” Informatics in Education,
2025, doi: 10.15388/infedu.2025.09.'
mla: 'Terfloth, Lutz, et al. “Transcription in Computing Education Research: A Review
and Recommendations.” Informatics in Education, Vilnius University Press,
2025, doi:10.15388/infedu.2025.09.'
short: L. Terfloth, V. Lohmer, F. Kern, C. Schulte, Informatics in Education (2025).
date_created: 2025-06-24T10:00:27Z
date_updated: 2025-06-24T10:02:22Z
department:
- _id: '67'
doi: 10.15388/infedu.2025.09
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://infedu.vu.lt/journal/INFEDU/article/805/info
oa: '1'
publication: Informatics in Education
publication_identifier:
issn:
- 1648-5831
- 2335-8971
publication_status: published
publisher: Vilnius University Press
status: public
title: 'Transcription in Computing Education Research: A Review and Recommendations'
type: journal_article
user_id: '37320'
year: '2025'
...
---
_id: '60508'
author:
- first_name: Lukas
full_name: Höper, Lukas
id: '58041'
last_name: Höper
- first_name: Carsten
full_name: Schulte, Carsten
id: '60311'
last_name: Schulte
citation:
ama: Höper L, Schulte C. ReVEAL model and its application to revealing viewpoints
on educational approaches to learning about data and AI. Computer Science Education.
Published online 2025:1-33. doi:10.1080/08993408.2025.2516957
apa: Höper, L., & Schulte, C. (2025). ReVEAL model and its application to revealing
viewpoints on educational approaches to learning about data and AI. Computer
Science Education, 1–33. https://doi.org/10.1080/08993408.2025.2516957
bibtex: '@article{Höper_Schulte_2025, title={ReVEAL model and its application to
revealing viewpoints on educational approaches to learning about data and AI},
DOI={10.1080/08993408.2025.2516957},
journal={Computer Science Education}, publisher={Informa UK Limited}, author={Höper,
Lukas and Schulte, Carsten}, year={2025}, pages={1–33} }'
chicago: Höper, Lukas, and Carsten Schulte. “ReVEAL Model and Its Application to
Revealing Viewpoints on Educational Approaches to Learning about Data and AI.”
Computer Science Education, 2025, 1–33. https://doi.org/10.1080/08993408.2025.2516957.
ieee: 'L. Höper and C. Schulte, “ReVEAL model and its application to revealing viewpoints
on educational approaches to learning about data and AI,” Computer Science
Education, pp. 1–33, 2025, doi: 10.1080/08993408.2025.2516957.'
mla: Höper, Lukas, and Carsten Schulte. “ReVEAL Model and Its Application to Revealing
Viewpoints on Educational Approaches to Learning about Data and AI.” Computer
Science Education, Informa UK Limited, 2025, pp. 1–33, doi:10.1080/08993408.2025.2516957.
short: L. Höper, C. Schulte, Computer Science Education (2025) 1–33.
date_created: 2025-07-03T15:26:53Z
date_updated: 2025-07-03T15:28:06Z
department:
- _id: '67'
doi: 10.1080/08993408.2025.2516957
language:
- iso: eng
page: 1-33
publication: Computer Science Education
publication_identifier:
issn:
- 0899-3408
- 1744-5175
publication_status: published
publisher: Informa UK Limited
status: public
title: ReVEAL model and its application to revealing viewpoints on educational approaches
to learning about data and AI
type: journal_article
user_id: '58041'
year: '2025'
...
---
_id: '61222'
author:
- first_name: Michael
full_name: Lenke, Michael
id: '32621'
last_name: Lenke
- first_name: Nils
full_name: Klowait, Nils
id: '98454'
last_name: Klowait
orcid: 0000-0002-7347-099X
- first_name: Lea
full_name: Biere, Lea
id: '46664'
last_name: Biere
- first_name: Carsten
full_name: Schulte, Carsten
id: '60311'
last_name: Schulte
citation:
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: Lecture Notes in Computer Science. Springer Nature Switzerland;
2025. doi:10.1007/978-3-032-01222-7_8'
apa: 'Lenke, M., Klowait, N., Biere, L., & Schulte, C. (2025). Assessing AI
Literacy: A Systematic Review of Questionnaires with Emphasis on Affective, Behavioral,
Cognitive, and Ethical Aspects. In Lecture Notes in Computer Science. Springer
Nature Switzerland. https://doi.org/10.1007/978-3-032-01222-7_8'
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={10.1007/978-3-032-01222-7_8},
booktitle={Lecture Notes in Computer Science}, publisher={Springer Nature Switzerland},
author={Lenke, Michael and Klowait, Nils and Biere, Lea and Schulte, Carsten},
year={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 Lecture Notes in Computer Science.
Cham: Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-032-01222-7_8.'
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 Lecture Notes in Computer Science, Cham: Springer
Nature Switzerland, 2025.'
mla: 'Lenke, Michael, et al. “Assessing AI Literacy: A Systematic Review of Questionnaires
with Emphasis on Affective, Behavioral, Cognitive, and Ethical Aspects.” Lecture
Notes in Computer Science, Springer Nature Switzerland, 2025, doi:10.1007/978-3-032-01222-7_8.'
short: 'M. Lenke, N. Klowait, L. Biere, C. Schulte, in: Lecture Notes in Computer
Science, Springer Nature Switzerland, Cham, 2025.'
date_created: 2025-09-11T14:02:42Z
date_updated: 2025-09-11T14:07:54Z
department:
- _id: '67'
doi: 10.1007/978-3-032-01222-7_8
language:
- iso: eng
place: Cham
project:
- _id: '119'
name: TRR 318 - Project Area Ö
publication: Lecture Notes in Computer Science
publication_identifier:
isbn:
- '9783032012210'
- '9783032012227'
issn:
- 0302-9743
- 1611-3349
publication_status: published
publisher: Springer Nature Switzerland
status: public
title: 'Assessing AI Literacy: A Systematic Review of Questionnaires with Emphasis
on Affective, Behavioral, Cognitive, and Ethical Aspects'
type: book_chapter
user_id: '98454'
year: '2025'
...
---
_id: '52379'
author:
- first_name: Sven
full_name: Hüsing, Sven
id: '58465'
last_name: Hüsing
- first_name: Carsten
full_name: Schulte, Carsten
id: '60311'
last_name: Schulte
- first_name: Sören
full_name: Sparmann, Sören
id: '63216'
last_name: Sparmann
- first_name: Mario
full_name: Bolte, Mario
last_name: Bolte
citation:
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. ACM; 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
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} }'
chicago: Hüsing, Sven, Carsten Schulte, Sören Sparmann, and Mario Bolte. “Using
Worked Examples for Engaging in Epistemic Programming Projects.” In Proceedings
of the 55th ACM Technical Symposium on Computer Science Education V. 1. ACM,
2024. https://doi.org/10.1145/3626252.3630961.
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.'
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.
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.'
date_created: 2024-03-08T08:01:50Z
date_updated: 2024-03-21T23:19:04Z
department:
- _id: '67'
doi: 10.1145/3626252.3630961
language:
- iso: eng
publication: Proceedings of the 55th ACM Technical Symposium on Computer Science Education
V. 1
publication_status: published
publisher: ACM
status: public
title: Using Worked Examples for Engaging in Epistemic Programming Projects
type: conference
user_id: '58465'
year: '2024'
...
---
_id: '54796'
author:
- first_name: Sven
full_name: Hüsing, Sven
id: '58465'
last_name: Hüsing
- first_name: Sören
full_name: Sparmann, Sören
id: '63216'
last_name: Sparmann
- first_name: Carsten
full_name: Schulte, Carsten
id: '60311'
last_name: Schulte
- first_name: Mario
full_name: Bolte, Mario
last_name: Bolte
citation:
ama: 'Hüsing S, Sparmann S, Schulte C, Bolte M. Identifying K-12 Students’ Approaches
to Using Worked Examples for Epistemic Programming. In: Proceedings of the
2024 Symposium on Eye Tracking Research and Applications. ACM; 2024. doi:10.1145/3649902.3655094'
apa: Hüsing, S., Sparmann, S., Schulte, C., & Bolte, M. (2024). Identifying
K-12 Students’ Approaches to Using Worked Examples for Epistemic Programming.
Proceedings of the 2024 Symposium on Eye Tracking Research and Applications.
https://doi.org/10.1145/3649902.3655094
bibtex: '@inproceedings{Hüsing_Sparmann_Schulte_Bolte_2024, title={Identifying K-12
Students’ Approaches to Using Worked Examples for Epistemic Programming}, DOI={10.1145/3649902.3655094}, 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} }'
chicago: Hüsing, Sven, Sören Sparmann, Carsten Schulte, and Mario Bolte. “Identifying
K-12 Students’ Approaches to Using Worked Examples for Epistemic Programming.”
In Proceedings of the 2024 Symposium on Eye Tracking Research and Applications.
ACM, 2024. https://doi.org/10.1145/3649902.3655094.
ieee: 'S. Hüsing, S. Sparmann, C. Schulte, and M. Bolte, “Identifying K-12 Students’
Approaches to Using Worked Examples for Epistemic Programming,” 2024, doi: 10.1145/3649902.3655094.'
mla: Hüsing, Sven, et al. “Identifying K-12 Students’ Approaches to Using Worked
Examples for Epistemic Programming.” Proceedings of the 2024 Symposium on Eye
Tracking Research and Applications, ACM, 2024, doi:10.1145/3649902.3655094.
short: 'S. Hüsing, S. Sparmann, C. Schulte, M. Bolte, in: Proceedings of the 2024
Symposium on Eye Tracking Research and Applications, ACM, 2024.'
date_created: 2024-06-18T06:40:20Z
date_updated: 2024-06-18T06:40:47Z
department:
- _id: '67'
doi: 10.1145/3649902.3655094
language:
- iso: eng
publication: Proceedings of the 2024 Symposium on Eye Tracking Research and Applications
publication_status: published
publisher: ACM
status: public
title: Identifying K-12 Students' Approaches to Using Worked Examples for Epistemic
Programming
type: conference
user_id: '58465'
year: '2024'
...
---
_id: '56476'
author:
- first_name: Lukas
full_name: Höper, Lukas
id: '58041'
last_name: Höper
- first_name: Carsten
full_name: Schulte, Carsten
id: '60311'
last_name: Schulte
- first_name: Christoph
full_name: Benzmüller, Christoph
last_name: Benzmüller
citation:
ama: 'Höper L, Schulte C, Benzmüller C. Verantwortung. In: Furbach U, Kitzelmann
E, Michaeli T, Schmid U, eds. Künstliche Intelligenz für Lehrkräfte. Springer
Fachmedien Wiesbaden; 2024. doi:10.1007/978-3-658-44248-4_16'
apa: Höper, L., Schulte, C., & Benzmüller, C. (2024). Verantwortung. In U. Furbach,
E. Kitzelmann, T. Michaeli, & U. Schmid (Eds.), Künstliche Intelligenz
für Lehrkräfte. Springer Fachmedien Wiesbaden. https://doi.org/10.1007/978-3-658-44248-4_16
bibtex: '@inbook{Höper_Schulte_Benzmüller_2024, place={Wiesbaden}, title={Verantwortung},
DOI={10.1007/978-3-658-44248-4_16},
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} }'
chicago: 'Höper, Lukas, Carsten Schulte, and Christoph Benzmüller. “Verantwortung.”
In Künstliche Intelligenz für Lehrkräfte, edited by Ulrich Furbach, Emanuel
Kitzelmann, Tilman Michaeli, and Ute Schmid. Wiesbaden: Springer Fachmedien Wiesbaden,
2024. https://doi.org/10.1007/978-3-658-44248-4_16.'
ieee: 'L. Höper, C. Schulte, and C. Benzmüller, “Verantwortung,” in Künstliche
Intelligenz für Lehrkräfte, U. Furbach, E. Kitzelmann, T. Michaeli, and U.
Schmid, Eds. Wiesbaden: Springer Fachmedien Wiesbaden, 2024.'
mla: Höper, Lukas, et al. “Verantwortung.” Künstliche Intelligenz für Lehrkräfte,
edited by Ulrich Furbach et al., Springer Fachmedien Wiesbaden, 2024, doi:10.1007/978-3-658-44248-4_16.
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.'
date_created: 2024-10-09T13:52:21Z
date_updated: 2024-10-09T13:54:11Z
department:
- _id: '67'
doi: 10.1007/978-3-658-44248-4_16
editor:
- first_name: Ulrich
full_name: Furbach, Ulrich
last_name: Furbach
- first_name: Emanuel
full_name: Kitzelmann, Emanuel
last_name: Kitzelmann
- first_name: Tilman
full_name: Michaeli, Tilman
last_name: Michaeli
- first_name: Ute
full_name: Schmid, Ute
last_name: Schmid
language:
- iso: ger
place: Wiesbaden
publication: Künstliche Intelligenz für Lehrkräfte
publication_identifier:
isbn:
- '9783658442477'
- '9783658442484'
issn:
- 2662-5970
- 2662-5989
publication_status: published
publisher: Springer Fachmedien Wiesbaden
status: public
title: Verantwortung
type: book_chapter
user_id: '58041'
year: '2024'
...
---
_id: '49655'
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
author:
- first_name: Lukas
full_name: Höper, Lukas
id: '58041'
last_name: Höper
- first_name: Carsten
full_name: Schulte, Carsten
id: '60311'
last_name: Schulte
citation:
ama: Höper L, Schulte C. The data awareness framework as part of data literacies
in K-12 education. Information and Learning Sciences. 2024;125(7/8):491-512.
doi:10.1108/ils-06-2023-0075
apa: Höper, L., & Schulte, C. (2024). The data awareness framework as part of
data literacies in K-12 education. Information and Learning Sciences, 125(7/8),
491–512. https://doi.org/10.1108/ils-06-2023-0075
bibtex: '@article{Höper_Schulte_2024, title={The data awareness framework as part
of data literacies in K-12 education}, volume={125}, DOI={10.1108/ils-06-2023-0075},
number={7/8}, journal={Information and Learning Sciences}, publisher={Emerald},
author={Höper, Lukas and Schulte, Carsten}, year={2024}, pages={491–512} }'
chicago: 'Höper, Lukas, and Carsten Schulte. “The Data Awareness Framework as Part
of Data Literacies in K-12 Education.” Information and Learning Sciences
125, no. 7/8 (2024): 491–512. 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, vol. 125, no. 7/8,
pp. 491–512, 2024, doi: 10.1108/ils-06-2023-0075.'
mla: Höper, Lukas, and Carsten Schulte. “The Data Awareness Framework as Part of
Data Literacies in K-12 Education.” Information and Learning Sciences,
vol. 125, no. 7/8, Emerald, 2024, pp. 491–512, doi:10.1108/ils-06-2023-0075.
short: L. Höper, C. Schulte, Information and Learning Sciences 125 (2024) 491–512.
date_created: 2023-12-15T07:41:04Z
date_updated: 2024-10-11T12:01:06Z
ddc:
- '370'
department:
- _id: '67'
doi: 10.1108/ils-06-2023-0075
file:
- access_level: open_access
content_type: application/pdf
creator: hoeper
date_created: 2024-10-11T11:59:50Z
date_updated: 2024-10-11T12:01:05Z
file_id: '56597'
file_name: Höper und Schulte - Data Awareness Framework as part of Data Literacies
- ILS - AAM version.pdf
file_size: 981234
relation: main_file
file_date_updated: 2024-10-11T12:01:05Z
has_accepted_license: '1'
intvolume: ' 125'
issue: 7/8
keyword:
- Library and Information Sciences
- Computer Science Applications
- Education
language:
- iso: eng
oa: '1'
page: 491-512
publication: Information and Learning Sciences
publication_identifier:
issn:
- 2398-5348
- 2398-5348
publication_status: published
publisher: Emerald
quality_controlled: '1'
status: public
title: The data awareness framework as part of data literacies in K-12 education
type: journal_article
user_id: '58041'
volume: 125
year: '2024'
...
---
_id: '53622'
abstract:
- lang: eng
text: 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.
author:
- first_name: Lukas
full_name: Höper, Lukas
id: '58041'
last_name: Höper
- first_name: Carsten
full_name: Schulte, Carsten
id: '60311'
last_name: Schulte
citation:
ama: 'Höper L, Schulte C. Empowering Students for the Data-Driven World: A Qualitative
Study of the Relevance of Learning about Data-Driven Technologies. Informatics
in Education. Published online 2024. doi:10.15388/infedu.2024.19'
apa: 'Höper, L., & Schulte, C. (2024). Empowering Students for the Data-Driven
World: A Qualitative Study of the Relevance of Learning about Data-Driven Technologies.
Informatics in Education. https://doi.org/10.15388/infedu.2024.19'
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={10.15388/infedu.2024.19},
journal={Informatics in Education}, publisher={Vilnius University Press}, author={Höper,
Lukas and Schulte, Carsten}, year={2024} }'
chicago: 'Höper, Lukas, and Carsten Schulte. “Empowering Students for the Data-Driven
World: A Qualitative Study of the Relevance of Learning about Data-Driven Technologies.”
Informatics in Education, 2024. https://doi.org/10.15388/infedu.2024.19.'
ieee: 'L. Höper and C. Schulte, “Empowering Students for the Data-Driven World:
A Qualitative Study of the Relevance of Learning about Data-Driven Technologies,”
Informatics in Education, 2024, doi: 10.15388/infedu.2024.19.'
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.”
Informatics in Education, Vilnius University Press, 2024, doi:10.15388/infedu.2024.19.'
short: L. Höper, C. Schulte, Informatics in Education (2024).
date_created: 2024-04-23T09:26:08Z
date_updated: 2024-11-19T07:24:30Z
ddc:
- '000'
- '370'
department:
- _id: '67'
doi: 10.15388/infedu.2024.19
file:
- access_level: closed
content_type: application/pdf
creator: hoeper
date_created: 2024-11-19T07:24:14Z
date_updated: 2024-11-19T07:24:14Z
file_id: '57214'
file_name: infedu.2024.19.pdf
file_size: 2343612
relation: main_file
success: 1
file_date_updated: 2024-11-19T07:24:14Z
has_accepted_license: '1'
keyword:
- Computer Science Applications
- Communication
- Education
- General Engineering
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://infedu.vu.lt/journal/INFEDU/article/784/info
oa: '1'
publication: Informatics in Education
publication_identifier:
issn:
- 1648-5831
- 2335-8971
publication_status: published
publisher: Vilnius University Press
quality_controlled: '1'
status: public
title: 'Empowering Students for the Data-Driven World: A Qualitative Study of the
Relevance of Learning about Data-Driven Technologies'
type: journal_article
user_id: '58041'
year: '2024'
...
---
_id: '57209'
author:
- first_name: Lukas
full_name: Höper, Lukas
id: '58041'
last_name: Höper
- first_name: Carsten
full_name: Schulte, Carsten
id: '60311'
last_name: Schulte
citation:
ama: 'Höper L, Schulte C. New Perspectives on the Future of Computing Education:
Teaching and Learning Explanatory Models. In: Proceedings of the 24th Koli
Calling International Conference on Computing Education Research. ACM; 2024.
doi:10.1145/3699538.3699558'
apa: 'Höper, L., & Schulte, C. (2024). New Perspectives on the Future of Computing
Education: Teaching and Learning Explanatory Models. Proceedings of the 24th
Koli Calling International Conference on Computing Education Research. Koli
Calling ’24, Koli, Finnland. https://doi.org/10.1145/3699538.3699558'
bibtex: '@inproceedings{Höper_Schulte_2024, title={New Perspectives on the Future
of Computing Education: Teaching and Learning Explanatory Models}, DOI={10.1145/3699538.3699558},
booktitle={Proceedings of the 24th Koli Calling International Conference on Computing
Education Research}, publisher={ACM}, author={Höper, Lukas and Schulte, Carsten},
year={2024} }'
chicago: 'Höper, Lukas, and Carsten Schulte. “New Perspectives on the Future of
Computing Education: Teaching and Learning Explanatory Models.” In Proceedings
of the 24th Koli Calling International Conference on Computing Education Research.
ACM, 2024. https://doi.org/10.1145/3699538.3699558.'
ieee: 'L. Höper and C. Schulte, “New Perspectives on the Future of Computing Education:
Teaching and Learning Explanatory Models,” presented at the Koli Calling ’24,
Koli, Finnland, 2024, doi: 10.1145/3699538.3699558.'
mla: 'Höper, Lukas, and Carsten Schulte. “New Perspectives on the Future of Computing
Education: Teaching and Learning Explanatory Models.” Proceedings of the 24th
Koli Calling International Conference on Computing Education Research, ACM,
2024, doi:10.1145/3699538.3699558.'
short: 'L. Höper, C. Schulte, in: Proceedings of the 24th Koli Calling International
Conference on Computing Education Research, ACM, 2024.'
conference:
end_date: 2024-11-17
location: Koli, Finnland
name: Koli Calling '24
start_date: 2024-11-14
date_created: 2024-11-19T07:17:21Z
date_updated: 2024-11-19T07:21:47Z
ddc:
- '370'
- '000'
department:
- _id: '67'
doi: 10.1145/3699538.3699558
file:
- access_level: closed
content_type: application/pdf
creator: hoeper
date_created: 2024-11-19T07:19:05Z
date_updated: 2024-11-19T07:19:05Z
file_id: '57211'
file_name: 3699538.3699558.pdf
file_size: 699441
relation: main_file
success: 1
file_date_updated: 2024-11-19T07:19:05Z
has_accepted_license: '1'
language:
- iso: eng
main_file_link:
- open_access: '1'
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Education Research
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publisher: ACM
quality_controlled: '1'
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title: 'New Perspectives on the Future of Computing Education: Teaching and Learning
Explanatory Models'
type: conference
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year: '2024'
...
---
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author:
- first_name: Lukas
full_name: Höper, Lukas
id: '58041'
last_name: Höper
- first_name: Carsten
full_name: Schulte, Carsten
id: '60311'
last_name: Schulte
- first_name: Andreas
full_name: Mühling, Andreas
last_name: Mühling
citation:
ama: 'Höper L, Schulte C, Mühling A. Students’ Motivation and Intention to Engage
with Data-Driven Technologies from a CS Perspective in Everyday Life. In: Proceedings
of the 2024 on Innovation and Technology in Computer Science Education V. 1.
ACM; 2024. doi:10.1145/3649217.3653625'
apa: Höper, L., Schulte, C., & Mühling, A. (2024). Students’ Motivation and
Intention to Engage with Data-Driven Technologies from a CS Perspective in Everyday
Life. Proceedings of the 2024 on Innovation and Technology in Computer Science
Education V. 1. ITiCSE 2024, Mailand, Italien. https://doi.org/10.1145/3649217.3653625
bibtex: '@inproceedings{Höper_Schulte_Mühling_2024, title={Students’ Motivation
and Intention to Engage with Data-Driven Technologies from a CS Perspective in
Everyday Life}, DOI={10.1145/3649217.3653625},
booktitle={Proceedings of the 2024 on Innovation and Technology in Computer Science
Education V. 1}, publisher={ACM}, author={Höper, Lukas and Schulte, Carsten and
Mühling, Andreas}, year={2024} }'
chicago: Höper, Lukas, Carsten Schulte, and Andreas Mühling. “Students’ Motivation
and Intention to Engage with Data-Driven Technologies from a CS Perspective in
Everyday Life.” In Proceedings of the 2024 on Innovation and Technology in
Computer Science Education V. 1. ACM, 2024. https://doi.org/10.1145/3649217.3653625.
ieee: 'L. Höper, C. Schulte, and A. Mühling, “Students’ Motivation and Intention
to Engage with Data-Driven Technologies from a CS Perspective in Everyday Life,”
presented at the ITiCSE 2024, Mailand, Italien, 2024, doi: 10.1145/3649217.3653625.'
mla: Höper, Lukas, et al. “Students’ Motivation and Intention to Engage with Data-Driven
Technologies from a CS Perspective in Everyday Life.” Proceedings of the 2024
on Innovation and Technology in Computer Science Education V. 1, ACM, 2024,
doi:10.1145/3649217.3653625.
short: 'L. Höper, C. Schulte, A. Mühling, in: Proceedings of the 2024 on Innovation
and Technology in Computer Science Education V. 1, ACM, 2024.'
conference:
location: Mailand, Italien
name: ITiCSE 2024
date_created: 2024-08-02T08:58:10Z
date_updated: 2024-11-19T07:23:20Z
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url: https://dl.acm.org/doi/10.1145/3649217.3653625
oa: '1'
publication: Proceedings of the 2024 on Innovation and Technology in Computer Science
Education V. 1
publication_status: published
publisher: ACM
quality_controlled: '1'
status: public
title: Students' Motivation and Intention to Engage with Data-Driven Technologies
from a CS Perspective in Everyday Life
type: conference
user_id: '58041'
year: '2024'
...
---
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author:
- first_name: Lukas
full_name: Höper, Lukas
id: '58041'
last_name: Höper
- first_name: Carsten
full_name: Schulte, Carsten
id: '60311'
last_name: Schulte
- first_name: Andreas
full_name: Mühling, Andreas
last_name: Mühling
citation:
ama: 'Höper L, Schulte C, Mühling A. Learning an Explanatory Model of Data-Driven
Technologies can Lead to Empowered Behavior: A Mixed-Methods Study in K-12 Computing
Education. In: Proceedings of the 2024 ACM Conference on International Computing
Education Research - Volume 1. Vol 10. ACM; 2024. doi:10.1145/3632620.3671118'
apa: 'Höper, L., Schulte, C., & Mühling, A. (2024). Learning an Explanatory
Model of Data-Driven Technologies can Lead to Empowered Behavior: A Mixed-Methods
Study in K-12 Computing Education. Proceedings of the 2024 ACM Conference on
International Computing Education Research - Volume 1, 10. https://doi.org/10.1145/3632620.3671118'
bibtex: '@inproceedings{Höper_Schulte_Mühling_2024, title={Learning an Explanatory
Model of Data-Driven Technologies can Lead to Empowered Behavior: A Mixed-Methods
Study in K-12 Computing Education}, volume={10}, DOI={10.1145/3632620.3671118},
booktitle={Proceedings of the 2024 ACM Conference on International Computing Education
Research - Volume 1}, publisher={ACM}, author={Höper, Lukas and Schulte, Carsten
and Mühling, Andreas}, year={2024} }'
chicago: 'Höper, Lukas, Carsten Schulte, and Andreas Mühling. “Learning an Explanatory
Model of Data-Driven Technologies Can Lead to Empowered Behavior: A Mixed-Methods
Study in K-12 Computing Education.” In Proceedings of the 2024 ACM Conference
on International Computing Education Research - Volume 1, Vol. 10. ACM, 2024.
https://doi.org/10.1145/3632620.3671118.'
ieee: 'L. Höper, C. Schulte, and A. Mühling, “Learning an Explanatory Model of Data-Driven
Technologies can Lead to Empowered Behavior: A Mixed-Methods Study in K-12 Computing
Education,” in Proceedings of the 2024 ACM Conference on International Computing
Education Research - Volume 1, 2024, vol. 10, doi: 10.1145/3632620.3671118.'
mla: 'Höper, Lukas, et al. “Learning an Explanatory Model of Data-Driven Technologies
Can Lead to Empowered Behavior: A Mixed-Methods Study in K-12 Computing Education.”
Proceedings of the 2024 ACM Conference on International Computing Education
Research - Volume 1, vol. 10, ACM, 2024, doi:10.1145/3632620.3671118.'
short: 'L. Höper, C. Schulte, A. Mühling, in: Proceedings of the 2024 ACM Conference
on International Computing Education Research - Volume 1, ACM, 2024.'
date_created: 2024-08-20T06:56:39Z
date_updated: 2024-11-19T07:27:15Z
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doi: 10.1145/3632620.3671118
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oa: '1'
publication: Proceedings of the 2024 ACM Conference on International Computing Education
Research - Volume 1
publication_status: published
publisher: ACM
quality_controlled: '1'
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title: 'Learning an Explanatory Model of Data-Driven Technologies can Lead to Empowered
Behavior: A Mixed-Methods Study in K-12 Computing Education'
type: conference
user_id: '58041'
volume: 10
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...
---
_id: '57738'
author:
- first_name: Sven
full_name: Hüsing, Sven
id: '58465'
last_name: Hüsing
- first_name: Sarah
full_name: Schönbrodt, Sarah
last_name: Schönbrodt
citation:
ama: 'Hüsing S, Schönbrodt S. Förderung von Epistemic Agency – Entwicklung von Computational
Essays bei der Bearbeitung datengetriebener, realer Problemstellungen. In: ; 2024.
doi:10.17877/DE290R-25018'
apa: Hüsing, S., & Schönbrodt, S. (2024). Förderung von Epistemic Agency
– Entwicklung von Computational Essays bei der Bearbeitung datengetriebener, realer
Problemstellungen. https://doi.org/10.17877/DE290R-25018
bibtex: '@inproceedings{Hüsing_Schönbrodt_2024, title={Förderung von Epistemic Agency
– Entwicklung von Computational Essays bei der Bearbeitung datengetriebener, realer
Problemstellungen}, DOI={10.17877/DE290R-25018},
author={Hüsing, Sven and Schönbrodt, Sarah}, year={2024} }'
chicago: Hüsing, Sven, and Sarah Schönbrodt. “Förderung von Epistemic Agency – Entwicklung
von Computational Essays Bei Der Bearbeitung Datengetriebener, Realer Problemstellungen,”
2024. https://doi.org/10.17877/DE290R-25018.
ieee: 'S. Hüsing and S. Schönbrodt, “Förderung von Epistemic Agency – Entwicklung
von Computational Essays bei der Bearbeitung datengetriebener, realer Problemstellungen,”
2024, doi: 10.17877/DE290R-25018.'
mla: Hüsing, Sven, and Sarah Schönbrodt. Förderung von Epistemic Agency – Entwicklung
von Computational Essays Bei Der Bearbeitung Datengetriebener, Realer Problemstellungen.
2024, doi:10.17877/DE290R-25018.
short: 'S. Hüsing, S. Schönbrodt, in: 2024.'
date_created: 2024-12-11T09:56:34Z
date_updated: 2024-12-11T10:00:54Z
department:
- _id: '67'
doi: 10.17877/DE290R-25018
language:
- iso: eng
main_file_link:
- url: http://dx.doi.org/10.17877/DE290R-25018
status: public
title: Förderung von Epistemic Agency – Entwicklung von Computational Essays bei der
Bearbeitung datengetriebener, realer Problemstellungen
type: conference
user_id: '58465'
year: '2024'
...
---
_id: '52380'
author:
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full_name: Sparmann, Sören
id: '63216'
last_name: Sparmann
- first_name: Sven
full_name: Hüsing, Sven
id: '58465'
last_name: Hüsing
- first_name: Carsten
full_name: Schulte, Carsten
id: '60311'
last_name: Schulte
citation:
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; 2023. doi:10.1145/3631802.3631824'
apa: 'Sparmann, S., Hüsing, S., & Schulte, C. (2023). 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'
bibtex: '@inproceedings{Sparmann_Hüsing_Schulte_2023, 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={2023} }'
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, 2023. https://doi.org/10.1145/3631802.3631824.'
ieee: 'S. Sparmann, S. Hüsing, and C. Schulte, “JuGaze: A Cell-based Eye Tracking
and Logging Tool for Jupyter Notebooks,” 2023, doi: 10.1145/3631802.3631824.'
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, 2023, doi:10.1145/3631802.3631824.'
short: 'S. Sparmann, S. Hüsing, C. Schulte, in: Proceedings of the 23rd Koli Calling
International Conference on Computing Education Research, ACM, 2023.'
date_created: 2024-03-08T08:02:10Z
date_updated: 2024-04-11T12:30:59Z
department:
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doi: 10.1145/3631802.3631824
language:
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publication: Proceedings of the 23rd Koli Calling International Conference on Computing
Education Research
publication_status: published
publisher: ACM
status: public
title: 'JuGaze: A Cell-based Eye Tracking and Logging Tool for Jupyter Notebooks'
type: conference
user_id: '58465'
year: '2023'
...
---
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author:
- first_name: Sven
full_name: Hüsing, Sven
id: '58465'
last_name: Hüsing
- first_name: Carsten
full_name: Schulte, Carsten
id: '60311'
last_name: Schulte
- first_name: Felix
full_name: Winkelnkemper, Felix
id: '3117'
last_name: Winkelnkemper
citation:
ama: 'Hüsing S, Schulte C, Winkelnkemper F. Epistemic Programming. In: Computer
Science Education. Bloomsbury Academic; 2023. doi: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
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.
ieee: S. Hüsing, C. Schulte, and F. Winkelnkemper, “Epistemic Programming,” in Computer
Science Education, Bloomsbury Academic, 2023.
mla: Hüsing, Sven, et al. “Epistemic Programming.” Computer Science Education,
Bloomsbury Academic, 2023, doi:10.5040/9781350296947.ch-022.
short: 'S. Hüsing, C. Schulte, F. Winkelnkemper, in: Computer Science Education,
Bloomsbury Academic, 2023.'
date_created: 2023-01-27T12:25:37Z
date_updated: 2023-01-27T12:26:06Z
department:
- _id: '67'
doi: 10.5040/9781350296947.ch-022
language:
- iso: eng
publication: Computer Science Education
publication_identifier:
isbn:
- '9781350296916'
- '9781350296909'
- '9781350296930'
- '9781350296923'
- '9781350296947'
publication_status: published
publisher: Bloomsbury Academic
status: public
title: Epistemic Programming
type: book_chapter
user_id: '58465'
year: '2023'
...
---
_id: '46186'
author:
- first_name: Lukas
full_name: Höper, Lukas
id: '58041'
last_name: Höper
- first_name: Carsten
full_name: Schulte, Carsten
id: '60311'
last_name: Schulte
citation:
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.
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} }'
chicago: 'Höper, Lukas, and Carsten Schulte. “Paradigmenwechsel vom klassischen
zum datengetriebenen Problemlösen im Informatikunterricht.” MNU journal
76, no. 4 (2023): 314–20.'
ieee: L. Höper and C. Schulte, “Paradigmenwechsel vom klassischen zum datengetriebenen
Problemlösen im Informatikunterricht,” MNU journal, vol. 76, no. 4, pp.
314–320, 2023.
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.
short: L. Höper, C. Schulte, MNU journal 76 (2023) 314–320.
date_created: 2023-07-28T05:58:37Z
date_updated: 2023-09-06T14:12:35Z
ddc:
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department:
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file:
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content_type: application/pdf
creator: hoeper
date_created: 2023-07-28T05:56:19Z
date_updated: 2023-09-06T14:10:52Z
file_id: '46187'
file_name: MNU_journal_04_314-320.pdf
file_size: 615313
relation: main_file
file_date_updated: 2023-09-06T14:10:52Z
has_accepted_license: '1'
intvolume: ' 76'
issue: '4'
language:
- iso: ger
oa: '1'
page: 314-320
publication: MNU journal
publication_identifier:
issn:
- 0025-5866
publisher: Verlag Klaus Seeberger
related_material:
link:
- relation: other
url: https://www.mnu.de/zeitschriften/795-mnu-heft-2023-04
status: public
title: Paradigmenwechsel vom klassischen zum datengetriebenen Problemlösen im Informatikunterricht
type: journal_article
user_id: '58041'
volume: 76
year: '2023'
...