Strengthening Data Literacy in K-12 Education

A Scoping Review

Bibliographic Data

ID22049015
AuthorsVerena Witte (0009-0007-6522-5621, University of Münster, corresponding author), Angela Schwering (0000-0002-4185-1464, University of Münster), Daniel Frischemeier (0000-0002-8957-7660, University of Münster)
Year2024
Volume15
Issue1
Pages25
Publication date2024-12-30
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEducation Sciences (JOURNAL)
Journal identifiersISSN: 2227-7102 • E-ISSN: 2227-7102
PublisherMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci15010025
OpenAlexW4405925717
LanguageEN
Citations received4
References cited59

Competent data handling is crucial for active and informed participation in modern society. To equip students for this challenge, data literacy must be strengthened throughout their K-12 education. This scoping review, conducted following PRISMA-ScR guidelines, aims to provide an overview of methods and approaches for enhancing specific sub-skills of data literacy and to identify research gaps. Analysis of 30 relevant papers reveals that, although various definitions and models of data literacy exist, most emphasize data analysis skills. This area is extensively covered in practical approaches, three times more than methods for planning and conducting independent data collection. This disparity highlights an imbalance in data literacy development and underscores the need to address under-represented sub-skills, in particular the actual data collection process. The review suggests a focus on project-based learning with real-world data and current issues as an effective method to balance out this disparity. Future research should explore and develop comprehensive approaches to teaching all aspects of data literacy, particularly those currently underemphasized

Information literacy · Literacy · Mathematics education · Pedagogy · Computer Science · Data Analysis with R · Educational Assessment and Improvement · Psychology · Statistics Education and Methodologies

Tools

Open DOIOpen Access