An Ecological Perspective on Disciplinary Synergies and Tensions in Data-Art Inquiry

• In Event: Contextually Embedded Learning Environments

Abstract

Arts-integration is a promising approach to engaging more students with the humanistic aspects of data science. However, school contexts pose many barriers to realizing the potential of this approach. We conduct a design case study that compares four co-designed, arts-integrated data literacy units, each implemented in a different middle school. Data include student- and teacher-generated artifacts and interviews, and designer reflections. Our findings describe the disciplinary synergies and tensions we observed, and how these arose from contextual factors of their implementations, including representations, culture, and infrastructure. This study contributes to an ecological understanding of the learning opportunities and challenges in arts-integrated data literacy curriculum.

Authors

• Camillia Matuk, New York University
  Presenting Author

• Kayla DesPortes, New York University
  Non-Presenting Author

• Megan Silander, Education Development Center, Inc.
  Non-Presenting Author

• Anna Amato, New York University
  Non-Presenting Author

• Peter J. Woods, Massachusetts Institute of Technology
  Presenting Author

• Ralph Vacca, New York University
  Non-Presenting Author

• Jill Beale, New York University
  Non-Presenting Author

• Marian Tes, New York University
  Non-Presenting Author