Teachers' Implementation of Data Science Education in K–12: A Case Study of Third- and Fifth-Grade Teachers

• In Event: Fairmont Roundtable Session Ten
  In Roundtable Session: Supporting Educators' Implementation of STEM (Table 14)

Abstract

This study explored how teachers implemented data science instruction encouraging computational thinking and Universal Design for Learning practices called CT-STEM Pop-ups. We analyzed qualitative data from teachers’ CT-STEM Pop-up templates, classroom observations, and reflections. Our findings revealed that the teachers gave students a choice to present their knowledge of data science, classmates to work with, and products to be created; they gave several authentic examples that allowed the students to reflect on how their learning affects them in real-life situations. The teacher designed the pop-ups to support the kids’ interests while emphasizing the need for data science lessons to align with existing curriculum standards. Lastly, the teacher used simple and relatable words to help students make evidence and data-based decisions.

Authors

• Dara Abimbade, Clemson University
  Presenting Author

• Ibrahim Oluwajoba Adisa, Clemson University
  Presenting Author