There is growing interest in how to better prepare K–12 students to work with data. In this article, we assert that these discussions of teaching and learning must attend to the human dimensions of data work. Specifically, we draw from several established lines of research to argue that practices involving the creation and manipulation of data are shaped by a combination of personal experiences, cultural tools and practices, and political concerns. We demonstrate through two examples how our proposed humanistic stance highlights ways that efforts to make data personally relevant for youth also necessarily implicate cultural and sociopolitical dimensions that affect the design and learning opportunities in data-rich learning environments. We offer an interdisciplinary framework based on literature from multiple bodies of educational research to inform design, teaching and research for more effective, responsible, and inclusive student learning experiences with and about data.
Make with Data: Challenging and contextualizing open-source data with personal and local knowledge
In this poster we describe Make with Data, a two-year project that invites teachers and students from public high schools to work with professional data scientists and open-source data to explore issues important to their local community. While the negotiation of the personal and the quantitative resulted in tensions, Make with Data students found their personal experiences a useful tool for adding context and complexity to the phenomena being studied.
- Award ID(s):
- Publication Date:
- NSF-PAR ID:
- Journal Name:
- Proceedings of the 15th International Conference of the Learning Sciences—ICLS 2021
- Sponsoring Org:
- National Science Foundation
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