---
_id: '52380'
author:
- first_name: Sören
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; 2024. doi:10.1145/3631802.3631824'
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'
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} }'
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.'
ieee: 'S. Sparmann, S. Hüsing, and C. Schulte, “JuGaze: A Cell-based Eye Tracking
and Logging Tool for Jupyter Notebooks,” 2024, 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, 2024, 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, 2024.'
date_created: 2024-03-08T08:02:10Z
date_updated: 2024-03-21T23:19:13Z
department:
- _id: '67'
doi: 10.1145/3631802.3631824
language:
- iso: eng
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: '2024'
...
---
_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: '40511'
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:
- '370'
department:
- _id: '67'
file:
- access_level: open_access
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'
...
---
_id: '47151'
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.
author:
- first_name: Felix
full_name: Winkelnkemper, Felix
id: '3117'
last_name: Winkelnkemper
- 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: 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
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
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} }'
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.
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.'
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.
short: F. Winkelnkemper, L. Höper, C. Schulte, Informatics in Education (2023).
date_created: 2023-09-21T11:24:41Z
date_updated: 2023-09-21T11:26:11Z
department:
- _id: '67'
doi: 10.15388/infedu.2024.09
keyword:
- Computer Science Applications
- Communication
- Education
- General Engineering
language:
- iso: eng
publication: Informatics in Education
publication_identifier:
issn:
- 1648-5831
- 2335-8971
publication_status: published
publisher: Vilnius University Press
status: public
title: ARIadne – An Explanation Model for Digital Artefacts
type: journal_article
user_id: '58041'
year: '2023'
...
---
_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. 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
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} }'
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.'
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.
short: L. Höper, C. Schulte, Information and Learning Sciences (2023).
date_created: 2023-12-15T07:41:04Z
date_updated: 2023-12-20T09:30:37Z
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: 2023-12-20T09:24:12Z
date_updated: 2023-12-20T09:30:36Z
file_id: '49892'
file_name: Höper und Schulte - Data Awareness Framework as part of Data Literacies
- ILS - AAM version.pdf
file_size: 981184
relation: main_file
file_date_updated: 2023-12-20T09:30:36Z
has_accepted_license: '1'
keyword:
- Library and Information Sciences
- Computer Science Applications
- Education
language:
- iso: eng
license: https://creativecommons.org/licenses/by-nc/4.0/
oa: '1'
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'
year: '2023'
...
---
_id: '47448'
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.'
author:
- first_name: Lutz
full_name: Terfloth, Lutz
id: '37320'
last_name: Terfloth
- first_name: Michael
full_name: Schaffer, Michael
last_name: Schaffer
- first_name: Heike M.
full_name: Buhl, Heike M.
id: '27152'
last_name: Buhl
- first_name: Carsten
full_name: Schulte, Carsten
id: '60311'
last_name: Schulte
citation:
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
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.
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.'
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.
short: 'L. Terfloth, M. Schaffer, H.M. Buhl, C. Schulte, in: Springer, Cham, 2023.'
conference:
end_date: 2023-07-28
location: Lisboa
name: 1st World Conference on eXplainable Artificial Intelligence (xAI 2023)
start_date: 2023-07-26
date_created: 2023-09-26T12:00:06Z
date_updated: 2023-12-20T13:34:24Z
department:
- _id: '67'
- _id: '660'
doi: 10.1007/978-3-031-44070-0_13
language:
- iso: eng
project:
- _id: '114'
grant_number: '438445824'
name: 'TRR 318 - A04: TRR 318 - Integration des technischen Modells in das Partnermodell
bei der Erklärung von digitalen Artefakten (Teilprojekt A04)'
publication_identifier:
isbn:
- 978-3-031-44069-4
publication_status: published
publisher: Springer, Cham
status: public
title: Adding Why to What? Analyses of an Everyday Explanation
type: conference
user_id: '37320'
year: '2023'
...
---
_id: '32335'
abstract:
- lang: eng
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.
article_number: '6'
author:
- first_name: SUSANNE
full_name: PODWORNY, SUSANNE
last_name: PODWORNY
- first_name: Sven
full_name: Hüsing, Sven
id: '58465'
last_name: Hüsing
- first_name: CARSTEN
full_name: SCHULTE, CARSTEN
last_name: SCHULTE
citation:
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'
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'
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.'
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.'
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.'
short: S. PODWORNY, S. Hüsing, C. SCHULTE, STATISTICS EDUCATION RESEARCH JOURNAL
21 (2022).
date_created: 2022-07-08T12:06:48Z
date_updated: 2022-07-08T12:07:46Z
department:
- _id: '67'
doi: 10.52041/serj.v21i2.46
intvolume: ' 21'
issue: '2'
keyword:
- Education
- Statistics and Probability
language:
- iso: eng
publication: STATISTICS EDUCATION RESEARCH JOURNAL
publication_identifier:
issn:
- 1570-1824
publication_status: published
publisher: International Association for Statistical Education
status: public
title: 'A PLACE FOR A DATA SCIENCE PROJECT IN SCHOOL: BETWEEN STATISTICS AND EPISTEMIC
PROGRAMMING'
type: journal_article
user_id: '58465'
volume: 21
year: '2022'
...
---
_id: '31407'
abstract:
- lang: eng
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.
author:
- first_name: Lukas
full_name: Höper, Lukas
id: '58041'
last_name: Höper
- first_name: Susanne
full_name: Podworny, Susanne
last_name: Podworny
- first_name: Carsten
full_name: Schulte, Carsten
id: '60311'
last_name: Schulte
- first_name: Daniel
full_name: Frischemeier, Daniel
last_name: Frischemeier
citation:
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'
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'
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} }'
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.'
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.'
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.'
date_created: 2022-05-23T09:19:37Z
date_updated: 2022-05-23T09:20:53Z
department:
- _id: '67'
doi: 10.52041/iase.nkppy
language:
- iso: eng
publication: Proceedings of the IASE 2021 Satellite Conference
publication_status: published
publisher: International Association for Statistical Education
status: public
title: 'Exploration of Location Data: Real Data in the Context of Interaction with
a Cellular Network'
type: conference
user_id: '58041'
year: '2022'
...
---
_id: '38158'
author:
- first_name: Felix
full_name: Winkelnkemper, Felix
id: '3117'
last_name: Winkelnkemper
- first_name: Tobias
full_name: Huhmann, Tobias
last_name: Huhmann
- first_name: Dominik
full_name: Bechinie, Dominik
last_name: Bechinie
- first_name: Katja
full_name: Eilerts, Katja
last_name: Eilerts
- first_name: Michael
full_name: Lenke, Michael
last_name: Lenke
- first_name: Carsten
full_name: Schulte, Carsten
id: '60311'
last_name: Schulte
citation:
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.'
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.
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} }'
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.
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.
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.
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.'
date_created: 2023-01-23T15:19:44Z
date_updated: 2023-01-24T09:17:22Z
department:
- _id: '67'
keyword:
- ⛔ No DOI found
language:
- iso: eng
page: 1407–1413
publication: Society for Information Technology & Teacher Education International
Conference
status: public
title: Supporting Geometry Learning Digitally-an Interdisciplinary Project to Foster
Spatial Competences and Individual Learning Paths by Using Adaptable Algorithmic
Feedback Capabilities
type: conference
user_id: '21145'
year: '2022'
...