---
_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'
url: https://dl.acm.org/doi/full/10.1145/3699538.3699558
oa: '1'
publication: Proceedings of the 24th Koli Calling International Conference on Computing
Education Research
publication_status: published
publisher: ACM
quality_controlled: '1'
status: public
title: 'New Perspectives on the Future of Computing Education: Teaching and Learning
Explanatory Models'
type: conference
user_id: '58041'
year: '2024'
...
---
_id: '55481'
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
ddc:
- '000'
- '370'
department:
- _id: '67'
doi: 10.1145/3649217.3653625
file:
- access_level: closed
content_type: application/pdf
creator: hoeper
date_created: 2024-11-19T07:22:56Z
date_updated: 2024-11-19T07:22:56Z
file_id: '57213'
file_name: 3649217.3653625.pdf
file_size: 1092727
relation: main_file
success: 1
file_date_updated: 2024-11-19T07:22:56Z
has_accepted_license: '1'
language:
- iso: eng
main_file_link:
- open_access: '1'
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'
...
---
_id: '55656'
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
ddc:
- '000'
- '370'
department:
- _id: '67'
doi: 10.1145/3632620.3671118
file:
- access_level: closed
content_type: application/pdf
creator: hoeper
date_created: 2024-11-19T07:27:02Z
date_updated: 2024-11-19T07:27:02Z
file_id: '57216'
file_name: 3632620.3671118.pdf
file_size: 1954057
relation: main_file
success: 1
file_date_updated: 2024-11-19T07:27:02Z
has_accepted_license: '1'
intvolume: ' 10'
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://dl.acm.org/doi/10.1145/3632620.3671118
oa: '1'
publication: Proceedings of the 2024 ACM Conference on International Computing Education
Research - Volume 1
publication_status: published
publisher: ACM
quality_controlled: '1'
status: public
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
year: '2024'
...
---
_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:
- 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; 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:
- _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: '2023'
...
---
_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: 2024-11-19T07:26:12Z
ddc:
- '000'
- '370'
department:
- _id: '67'
doi: 10.15388/infedu.2024.09
file:
- access_level: closed
content_type: application/pdf
creator: hoeper
date_created: 2024-11-19T07:25:56Z
date_updated: 2024-11-19T07:25:56Z
file_id: '57215'
file_name: infedu.2024.15.pdf
file_size: 1034363
relation: main_file
success: 1
file_date_updated: 2024-11-19T07:25:56Z
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/772/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: ARIadne – An Explanation Model for Digital Artefacts
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: 2025-08-12T07:54:19Z
department:
- _id: '67'
- _id: '660'
doi: 10.1007/978-3-031-44070-0_13
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://link.springer.com/chapter/10.1007/978-3-031-44070-0_13
oa: '1'
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: '90826'
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: '35674'
abstract:
- lang: eng
text: We report on our work with students in our data science courses, focusing
on the analysis of students’ results. This study represents an in-depth analysis
of students’ creation and documentation of machine learning models. The students
were supported by educationally designed Jupyter Notebooks, which are used as
worked examples. Using the worked example, students document their results in
a so-called computational essay. We examine which aspects of creating computational
essays are difficult for students to find out how worked examples should be designed
to support students without being too prescriptive. We analyze the computational
essays produced by students and draw consequences for redesigning our worked example.
author:
- first_name: Franz Yannik
full_name: Fleischer, Franz 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: Rolf
full_name: Biehler, Rolf
id: '16274'
last_name: Biehler
- first_name: Susanne
full_name: Podworny, Susanne
id: '30619'
last_name: Podworny
orcid: 0000-0002-6313-5987
- first_name: Carsten
full_name: Schulte, Carsten
id: '60311'
last_name: Schulte
citation:
ama: 'Fleischer FY, Hüsing S, Biehler R, Podworny S, Schulte C. Jupyter Notebooks
for Teaching, Learning, and Doing Data Science. In: Peters SA, Zapata-Cardona
L, Bonafini F, Fan A, eds. Bridging the Gap: Empowering and Educating Today’s
Learners in Statistics. Proceedings of the Eleventh International Conference on
Teaching Statistics. International Association for Statistical Education;
2022. doi:10.52041/iase.icots11.t10e3'
apa: 'Fleischer, F. Y., Hüsing, S., Biehler, R., Podworny, S., & Schulte, C.
(2022). Jupyter Notebooks for Teaching, Learning, and Doing Data Science. In S.
A. Peters, L. Zapata-Cardona, F. Bonafini, & A. Fan (Eds.), Bridging the
Gap: Empowering and Educating Today’s Learners in Statistics. Proceedings of the
Eleventh International Conference on Teaching Statistics. International Association
for Statistical Education. https://doi.org/10.52041/iase.icots11.t10e3'
bibtex: '@inproceedings{Fleischer_Hüsing_Biehler_Podworny_Schulte_2022, title={Jupyter
Notebooks for Teaching, Learning, and Doing Data Science}, DOI={10.52041/iase.icots11.t10e3},
booktitle={Bridging the Gap: Empowering and Educating Today’s Learners in Statistics.
Proceedings of the Eleventh International Conference on Teaching Statistics},
publisher={International Association for Statistical Education}, author={Fleischer,
Franz Yannik and Hüsing, Sven and Biehler, Rolf and Podworny, Susanne and Schulte,
Carsten}, editor={Peters, S. A. and Zapata-Cardona, L. and Bonafini, F. and Fan,
A.}, year={2022} }'
chicago: 'Fleischer, Franz Yannik, Sven Hüsing, Rolf Biehler, Susanne Podworny,
and Carsten Schulte. “Jupyter Notebooks for Teaching, Learning, and Doing Data
Science.” In Bridging the Gap: Empowering and Educating Today’s Learners in
Statistics. Proceedings of the Eleventh International Conference on Teaching Statistics,
edited by S. A. Peters, L. Zapata-Cardona, F. Bonafini, and A. Fan. International
Association for Statistical Education, 2022. https://doi.org/10.52041/iase.icots11.t10e3.'
ieee: 'F. Y. Fleischer, S. Hüsing, R. Biehler, S. Podworny, and C. Schulte, “Jupyter
Notebooks for Teaching, Learning, and Doing Data Science,” in Bridging the
Gap: Empowering and Educating Today’s Learners in Statistics. Proceedings of the
Eleventh International Conference on Teaching Statistics, 2022, doi: 10.52041/iase.icots11.t10e3.'
mla: 'Fleischer, Franz Yannik, et al. “Jupyter Notebooks for Teaching, Learning,
and Doing Data Science.” Bridging the Gap: Empowering and Educating Today’s
Learners in Statistics. Proceedings of the Eleventh International Conference on
Teaching Statistics, edited by S. A. Peters et al., International Association
for Statistical Education, 2022, doi:10.52041/iase.icots11.t10e3.'
short: 'F.Y. Fleischer, S. Hüsing, R. Biehler, S. Podworny, C. Schulte, in: S.A.
Peters, L. Zapata-Cardona, F. Bonafini, A. Fan (Eds.), Bridging the Gap: Empowering
and Educating Today’s Learners in Statistics. Proceedings of the Eleventh International
Conference on Teaching Statistics, International Association for Statistical Education,
2022.'
date_created: 2023-01-10T08:50:47Z
date_updated: 2024-08-21T10:03:47Z
department:
- _id: '363'
- _id: '67'
doi: 10.52041/iase.icots11.t10e3
editor:
- first_name: S. A.
full_name: Peters, S. A.
last_name: Peters
- first_name: L.
full_name: Zapata-Cardona, L.
last_name: Zapata-Cardona
- first_name: F.
full_name: Bonafini, F.
last_name: Bonafini
- first_name: A.
full_name: Fan, A.
last_name: Fan
language:
- iso: eng
publication: 'Bridging the Gap: Empowering and Educating Today’s Learners in Statistics.
Proceedings of the Eleventh International Conference on Teaching Statistics'
publication_status: published
publisher: International Association for Statistical Education
status: public
title: Jupyter Notebooks for Teaching, Learning, and Doing Data Science
type: conference
user_id: '37888'
year: '2022'
...
---
_id: '35672'
abstract:
- lang: eng
text: This study examines modelling with machine learning. In the context
of a yearlong data science course, the study explores how upper secondary students
apply machine learning with Jupyter Notebooks and document the modelling process
as a computational essay incorporating the different steps of the CRISP-DM cycle.
The students’ work is based on a teaching module about decision trees in machine
learning and a worked example of such a modelling process. The study outlines
the students’ performance in carrying out the machine learning technically and
reasoning about bias in the data, different data preparation steps, the application
context, and the resulting decision model. Furthermore, the context of the study
and the theoretical backgrounds are presented.
article_number: '7'
author:
- first_name: Franz Yannik
full_name: Fleischer, Franz Yannik
id: '42660'
last_name: Fleischer
orcid: https://orcid.org/0000-0003-0318-0329
- first_name: Rolf
full_name: Biehler, Rolf
id: '16274'
last_name: Biehler
- first_name: Carsten
full_name: Schulte, Carsten
id: '60311'
last_name: Schulte
citation:
ama: Fleischer FY, Biehler R, Schulte C. Teaching and Learning Data-Driven Machine
Learning with Educationally Designed Jupyter Notebooks. Statistics Education
Research Journal. 2022;21(2). doi:10.52041/serj.v21i2.61
apa: Fleischer, F. Y., Biehler, R., & Schulte, C. (2022). Teaching and Learning
Data-Driven Machine Learning with Educationally Designed Jupyter Notebooks. Statistics
Education Research Journal, 21(2), Article 7. https://doi.org/10.52041/serj.v21i2.61
bibtex: '@article{Fleischer_Biehler_Schulte_2022, title={Teaching and Learning Data-Driven
Machine Learning with Educationally Designed Jupyter Notebooks}, volume={21},
DOI={10.52041/serj.v21i2.61},
number={27}, journal={Statistics Education Research Journal}, publisher={International
Association for Statistical Education}, author={Fleischer, Franz Yannik and Biehler,
Rolf and Schulte, Carsten}, year={2022} }'
chicago: Fleischer, Franz Yannik, Rolf Biehler, and Carsten Schulte. “Teaching and
Learning Data-Driven Machine Learning with Educationally Designed Jupyter Notebooks.”
Statistics Education Research Journal 21, no. 2 (2022). https://doi.org/10.52041/serj.v21i2.61.
ieee: 'F. Y. Fleischer, R. Biehler, and C. Schulte, “Teaching and Learning Data-Driven
Machine Learning with Educationally Designed Jupyter Notebooks,” Statistics
Education Research Journal, vol. 21, no. 2, Art. no. 7, 2022, doi: 10.52041/serj.v21i2.61.'
mla: Fleischer, Franz Yannik, et al. “Teaching and Learning Data-Driven Machine
Learning with Educationally Designed Jupyter Notebooks.” Statistics Education
Research Journal, vol. 21, no. 2, 7, International Association for Statistical
Education, 2022, doi:10.52041/serj.v21i2.61.
short: F.Y. Fleischer, R. Biehler, C. Schulte, Statistics Education Research Journal
21 (2022).
date_created: 2023-01-10T08:48:23Z
date_updated: 2024-08-21T10:04:41Z
department:
- _id: '363'
- _id: '67'
doi: 10.52041/serj.v21i2.61
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: Teaching and Learning Data-Driven Machine Learning with Educationally Designed
Jupyter Notebooks
type: journal_article
user_id: '37888'
volume: 21
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'
...
---
_id: '39080'
author:
- 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: 'Schulte C, Winkelnkemper F. Digitalisierung als Chance und Herausforderung
- Bemerkungen aus der Didaktik der Informatik. In: Theologie Im Übergang -
Identität - Digitalisierung - Dialog. Kirche in Zeiten der Veränderung. Herder;
2022:117–135.'
apa: Schulte, C., & Winkelnkemper, F. (2022). Digitalisierung als Chance und
Herausforderung - Bemerkungen aus der Didaktik der Informatik. In Theologie
im Übergang - Identität - Digitalisierung - Dialog (pp. 117–135). Herder.
bibtex: '@inbook{Schulte_Winkelnkemper_2022, place={Freiburg im Breisgau}, series={Kirche
in Zeiten der Veränderung}, title={Digitalisierung als Chance und Herausforderung
- Bemerkungen aus der Didaktik der Informatik}, booktitle={Theologie im Übergang
- Identität - Digitalisierung - Dialog}, publisher={Herder}, author={Schulte,
Carsten and Winkelnkemper, Felix}, year={2022}, pages={117–135}, collection={Kirche
in Zeiten der Veränderung} }'
chicago: 'Schulte, Carsten, and Felix Winkelnkemper. “Digitalisierung Als Chance
Und Herausforderung - Bemerkungen Aus Der Didaktik Der Informatik.” In Theologie
Im Übergang - Identität - Digitalisierung - Dialog, 117–135. Kirche in Zeiten
Der Veränderung. Freiburg im Breisgau: Herder, 2022.'
ieee: 'C. Schulte and F. Winkelnkemper, “Digitalisierung als Chance und Herausforderung
- Bemerkungen aus der Didaktik der Informatik,” in Theologie im Übergang -
Identität - Digitalisierung - Dialog, Freiburg im Breisgau: Herder, 2022,
pp. 117–135.'
mla: Schulte, Carsten, and Felix Winkelnkemper. “Digitalisierung Als Chance Und
Herausforderung - Bemerkungen Aus Der Didaktik Der Informatik.” Theologie Im
Übergang - Identität - Digitalisierung - Dialog, Herder, 2022, pp. 117–135.
short: 'C. Schulte, F. Winkelnkemper, in: Theologie Im Übergang - Identität - Digitalisierung
- Dialog, Herder, Freiburg im Breisgau, 2022, pp. 117–135.'
date_created: 2023-01-24T09:11:30Z
date_updated: 2023-01-24T09:18:30Z
department:
- _id: '67'
language:
- iso: eng
page: 117–135
place: Freiburg im Breisgau
publication: Theologie im Übergang - Identität - Digitalisierung - Dialog
publisher: Herder
series_title: Kirche in Zeiten der Veränderung
status: public
title: Digitalisierung als Chance und Herausforderung - Bemerkungen aus der Didaktik
der Informatik
type: book_chapter
user_id: '21145'
year: '2022'
...
---
_id: '38160'
author:
- first_name: Tobias
full_name: Huhmann, Tobias
last_name: Huhmann
- first_name: Felix
full_name: Winkelnkemper, Felix
last_name: Winkelnkemper
citation:
ama: 'Huhmann T, Winkelnkemper F. SUPPORTING GEOMETRY LEARNING DIGITALLY THROUGH
ADAPTABLE ALGORITHMIC FEEDBACK-CHALLENGES AND SOLUTIONS. In: EDULEARN22 Proceedings.
; 2022:10017–10026. doi:10.21125/edulearn.2022.2416'
apa: Huhmann, T., & Winkelnkemper, F. (2022). SUPPORTING GEOMETRY LEARNING DIGITALLY
THROUGH ADAPTABLE ALGORITHMIC FEEDBACK-CHALLENGES AND SOLUTIONS. EDULEARN22
Proceedings, 10017–10026. https://doi.org/10.21125/edulearn.2022.2416
bibtex: '@inproceedings{Huhmann_Winkelnkemper_2022, title={SUPPORTING GEOMETRY LEARNING
DIGITALLY THROUGH ADAPTABLE ALGORITHMIC FEEDBACK-CHALLENGES AND SOLUTIONS}, DOI={10.21125/edulearn.2022.2416},
booktitle={EDULEARN22 Proceedings}, author={Huhmann, Tobias and Winkelnkemper,
Felix}, year={2022}, pages={10017–10026} }'
chicago: Huhmann, Tobias, and Felix Winkelnkemper. “SUPPORTING GEOMETRY LEARNING
DIGITALLY THROUGH ADAPTABLE ALGORITHMIC FEEDBACK-CHALLENGES AND SOLUTIONS.” In
EDULEARN22 Proceedings, 10017–10026, 2022. https://doi.org/10.21125/edulearn.2022.2416.
ieee: 'T. Huhmann and F. Winkelnkemper, “SUPPORTING GEOMETRY LEARNING DIGITALLY
THROUGH ADAPTABLE ALGORITHMIC FEEDBACK-CHALLENGES AND SOLUTIONS,” in EDULEARN22
Proceedings, 2022, pp. 10017–10026, doi: 10.21125/edulearn.2022.2416.'
mla: Huhmann, Tobias, and Felix Winkelnkemper. “SUPPORTING GEOMETRY LEARNING DIGITALLY
THROUGH ADAPTABLE ALGORITHMIC FEEDBACK-CHALLENGES AND SOLUTIONS.” EDULEARN22
Proceedings, 2022, pp. 10017–10026, doi:10.21125/edulearn.2022.2416.
short: 'T. Huhmann, F. Winkelnkemper, in: EDULEARN22 Proceedings, 2022, pp. 10017–10026.'
date_created: 2023-01-23T15:21:21Z
date_updated: 2023-01-24T09:17:28Z
department:
- _id: '67'
doi: 10.21125/edulearn.2022.2416
language:
- iso: eng
page: 10017–10026
publication: EDULEARN22 Proceedings
status: public
title: SUPPORTING GEOMETRY LEARNING DIGITALLY THROUGH ADAPTABLE ALGORITHMIC FEEDBACK-CHALLENGES
AND SOLUTIONS
type: conference
user_id: '21145'
year: '2022'
...
---
_id: '38162'
author:
- first_name: Tobias
full_name: Huhmann, Tobias
last_name: Huhmann
- first_name: Katja
full_name: Eilerts, Katja
last_name: Eilerts
- first_name: Felix
full_name: Winkelnkemper, Felix
last_name: Winkelnkemper
citation:
ama: Huhmann T, Eilerts K, Winkelnkemper F. Pentomino Digital - Mit Einer App Geometrie
Lernen. Mathematik differenziert. 2022;(4-2022):42–45.
apa: Huhmann, T., Eilerts, K., & Winkelnkemper, F. (2022). Pentomino Digital
- Mit Einer App Geometrie Lernen. Mathematik Differenziert, 4–2022,
42–45.
bibtex: '@article{Huhmann_Eilerts_Winkelnkemper_2022, title={Pentomino Digital -
Mit Einer App Geometrie Lernen}, number={4–2022}, journal={Mathematik differenziert},
author={Huhmann, Tobias and Eilerts, Katja and Winkelnkemper, Felix}, year={2022},
pages={42–45} }'
chicago: 'Huhmann, Tobias, Katja Eilerts, and Felix Winkelnkemper. “Pentomino Digital
- Mit Einer App Geometrie Lernen.” Mathematik Differenziert, no. 4–2022
(2022): 42–45.'
ieee: T. Huhmann, K. Eilerts, and F. Winkelnkemper, “Pentomino Digital - Mit Einer
App Geometrie Lernen,” Mathematik differenziert, no. 4–2022, pp. 42–45,
2022.
mla: Huhmann, Tobias, et al. “Pentomino Digital - Mit Einer App Geometrie Lernen.”
Mathematik Differenziert, no. 4–2022, 2022, pp. 42–45.
short: T. Huhmann, K. Eilerts, F. Winkelnkemper, Mathematik Differenziert (2022)
42–45.
date_created: 2023-01-23T15:22:27Z
date_updated: 2023-01-24T09:17:10Z
department:
- _id: '67'
issue: 4-2022
keyword:
- ⛔ No DOI found
language:
- iso: eng
page: 42–45
publication: Mathematik differenziert
status: public
title: Pentomino Digital - Mit Einer App Geometrie Lernen
type: journal_article
user_id: '21145'
year: '2022'
...
---
_id: '40510'
abstract:
- lang: eng
text: Decision-making processes are often based on data and data-driven
machine learning methods in different areas such as recommender systems, medicine,
criminalistics, etc. Well-informed citizens need at least a minimal understanding
and critical reflection of corresponding data-driven machine learning methods.
Decision trees are a method that can foster a preformal understanding of machine
learning. We developed an exploratory teaching unit introducing decision trees
in grade 6 along the question “How can Artificial Intelligence help us decide
whether food is rather recommendable or not?” Students’ performances in an assessment
task and self-assessment show that young learners can use a decision tree to classify
new items and that they found the corresponding teaching unit informative.
author:
- first_name: Susanne
full_name: Podworny, Susanne
last_name: Podworny
- first_name: Yannik
full_name: Fleischer, Yannik
last_name: Fleischer
- first_name: Sven
full_name: Hüsing, Sven
id: '58465'
last_name: Hüsing
citation:
ama: 'Podworny S, Fleischer Y, Hüsing S. Grade 6 Students’ Perception and Use of
Data-Based Decision Trees. In: Bridging the Gap: Empowering and Educating Today’s
Learners in Statistics. Proceedings of the Eleventh International Conference on
Teaching Statistics. International Association for Statistical Education;
2022. doi:10.52041/iase.icots11.t2h3'
apa: 'Podworny, S., Fleischer, Y., & Hüsing, S. (2022). Grade 6 Students’ Perception
and Use of Data-Based Decision Trees. Bridging the Gap: Empowering and Educating
Today’s Learners in Statistics. Proceedings of the Eleventh International Conference
on Teaching Statistics. https://doi.org/10.52041/iase.icots11.t2h3'
bibtex: '@inproceedings{Podworny_Fleischer_Hüsing_2022, title={Grade 6 Students’
Perception and Use of Data-Based Decision Trees}, DOI={10.52041/iase.icots11.t2h3},
booktitle={Bridging the Gap: Empowering and Educating Today’s Learners in Statistics.
Proceedings of the Eleventh International Conference on Teaching Statistics},
publisher={International Association for Statistical Education}, author={Podworny,
Susanne and Fleischer, Yannik and Hüsing, Sven}, year={2022} }'
chicago: 'Podworny, Susanne, Yannik Fleischer, and Sven Hüsing. “Grade 6 Students’
Perception and Use of Data-Based Decision Trees.” In Bridging the Gap: Empowering
and Educating Today’s Learners in Statistics. Proceedings of the Eleventh International
Conference on Teaching Statistics. International Association for Statistical
Education, 2022. https://doi.org/10.52041/iase.icots11.t2h3.'
ieee: 'S. Podworny, Y. Fleischer, and S. Hüsing, “Grade 6 Students’ Perception and
Use of Data-Based Decision Trees,” 2022, doi: 10.52041/iase.icots11.t2h3.'
mla: 'Podworny, Susanne, et al. “Grade 6 Students’ Perception and Use of Data-Based
Decision Trees.” Bridging the Gap: Empowering and Educating Today’s Learners
in Statistics. Proceedings of the Eleventh International Conference on Teaching
Statistics, International Association for Statistical Education, 2022, doi:10.52041/iase.icots11.t2h3.'
short: 'S. Podworny, Y. Fleischer, S. Hüsing, in: Bridging the Gap: Empowering and
Educating Today’s Learners in Statistics. Proceedings of the Eleventh International
Conference on Teaching Statistics, International Association for Statistical Education,
2022.'
date_created: 2023-01-27T12:23:45Z
date_updated: 2023-01-27T12:24:33Z
department:
- _id: '67'
doi: 10.52041/iase.icots11.t2h3
language:
- iso: eng
publication: 'Bridging the Gap: Empowering and Educating Today’s Learners in Statistics.
Proceedings of the Eleventh International Conference on Teaching Statistics'
publication_status: published
publisher: International Association for Statistical Education
status: public
title: Grade 6 Students’ Perception and Use of Data-Based Decision Trees
type: conference
user_id: '58465'
year: '2022'
...