Exploring Data Science Through the Lens of Civics Education

本研究探讨了将学生驱动的复杂多元公民数据集描述性调查整合到中学社会研究课堂的潜力。它采用协同设计过程为社会研究课堂开发数据丰富的体验，旨在(1)加深学生的数据素养，(2)培养学生处理公民数据集的效能感，以及(3)创造将数据与对学生及其社区有意义的当地问题联系起来的学习体验。该项目的目标是探索数据科学与社会研究教育之间的协同作用，创造一个跨学科的空间，为学生提供变革性的数据体验，并加深学生有效使用数据所需的基础知识。该团队使用混合方法来生成课程，并检查其在实践中的效果。团队战略性地在定性和定性方法之间迭代，以支持跨提议研究的所有阶段的可靠推断。研究者和他的同事们建立了一个协作研究和设计过程，以建立学习经验，集中询问公民数据，并为教师和他们的中学生建立数据科学素养。与中学社会研究教师、数学教师和项目领导一起，共同学习和设计2-3周的一系列数据调查。教师在社会学科课堂上实施了这些数据调查。在学年期间，专业发展继续进行，研究团队研究实施，重点关注学生数据科学学习，以及这些学生得出的基于数据的推论，以及他们提出的有根据的论点。然后循环往复。在第二年，夏季研讨会将重点放在学生和课堂数据的分析以及第二轮课堂实施和学生成果测试的数据调查序列的修订上。该项目由全国认可的STEM和社会研究教育研究人员团队领导，与社会研究和数学教师密切合作，包括在STEM学科中普遍代表性不足的不同学生群体。探索研究preK-12项目（DRK-12）旨在通过研究和开发创新资源、模型和工具，显著提高preK-12学生和教师对科学、技术、工程和数学（STEM）的学习和教学。DRK-12计划中的项目建立在STEM教育的基础研究和先前的研究和开发工作的基础上，为拟议的项目提供了理论和实证依据。 该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

This research study examines the potential of integrating student-driven descriptive investigations of complex multivariate civic datasets into middle school social studies classrooms. It uses a collaborative co-design process to develop data-rich experiences for the social studies classroom crafted to (1) deepen students' data literacy, (2) develop students' sense of efficacy in working with civic data sets, and (3) create learning experiences that connect data to local problems that have meaning for students and their communities. The project goal is to explore the synergies between data science and social studies education in creating a transdisciplinary space to promote transformative data experiences for students and deepen the foundational knowledge needed for students to engage productively with data. The team uses a mixed methods approach to generate the curriculum and examine how it works in practice. The team strategically iterates between qualitative and qualitative methods to support robust inference across all phases of the proposed research.The investigator and colleagues generate a collaborative research and design process to build learning experiences to intensively interrogate civic-data and build data science literacy for teachers and their middle school students. Together middle school social studies teachers, mathematics teachers, and project leadership co-learn and co-design 2-3 week a series of data investigations. The teachers implement these data investigations in their in social studies classrooms. During the school year, the professional development continues, and the research team studies the implementation, focusing on student data science learning, along with the data-based inferences that these students draw, and warranted arguments they make. The cycle then repeats. During year two, the summer workshop shifts to focus on analysis of student and classroom data and revision of the data investigation sequences for a second round of classroom implementation and testing for student outcomes. The project is led by a nationally recognized team of STEM and social studies education researchers, in close collaboration with social studies and mathematics teachers, and includes diverse student groups generally under-represented in the STEM disciplines. The Discovery Research preK-12 program (DRK-12) seeks to significantly enhance the learning and teaching of science, technology, engineering, and mathematics (STEM) by preK-12 students and teachers, through research and development of innovative resources, models, and tools. Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects. This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.