--- _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' ...