A Call for a Humanistic Stance Toward K–12 Data Science Education

Datos Bibliográficos

ID9732157
AutoresVictor R Lee (0000-0001-6434-7589, Stanford University, Stanford, CA, autor de correspondencia), Michelle Wilkerson (0000-0001-8250-068X, University of California, Berkeley, CA), Kathryn Lanouette (0000-0001-9154-8386, William & Mary, Williamsburg, VA)
Año2021
Volumen50
Número9
Páginas664-672
Fecha de publicación2021-12-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaEducational Researcher (JOURNAL)
Identificadores de la revistaISSN: 0013-189X • E-ISSN: 1935-102X
EditorialAmerican Educational Research Association (AERA) (PUBLISHER)
DOI10.3102/0013189x211048810
OpenAlexW3203116135
IdiomaEN
Citas recibidas29
Referencias citadas49

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

Affect (linguistics · Educational research · Engineering ethics · Epistemology · Humanism · Pedagogy · Political science · Politics · Sociology · Work (physics · Data Analysis with R · Genetics, Bioinformatics, and Biomedical Research · Psychology · Statistics Education and Methodologies