Document Type
Article
Department/Program
Education
Pub Date
12-2021
Abstract
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.
DOI
https://doi.org/10.3102%2F0013189X211048810
Journal Title
Educational Researcher
Volume
50
Issue
9
First Page
664
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Recommended Citation
Lee, Victor R.; Wilkerson, Michelle H.; and Lanouette, Kathryn, A Call for a Humanistic Stance Toward K–12 Data Science Education (2021). Educational Researcher, 50(9), 664-672.
https://doi.org/10.3102%2F0013189X211048810
