Investigating Preservice Teachers' Perceptions and Attitudes Toward Data Science Integration for Computer Science Education

• In Event: Innovative Approaches in Mathematics and Science Teacher Preparation: Computational Thinking, AI Integration, and Data Science for Enhanced Pedagogy

Abstract

The present mixed-method evaluative case study investigated preservice teachers' perceptions and attitudes toward data science integration in computer science education through a three-week instructional intervention that includes big data, artificial intelligence (AI), data visualization, and data literacy. The data is collected through pre- and post-questionnaire, learners' artifacts, and interviews. The findings suggested that preservice teachers' perceptions and attitudes toward data science had significantly improved after the intervention. They were highly interested in integrating data science into teaching but expected more domain integration examples for teaching practices. They showed a willingness to explore integrating data science into non-STEM areas. This study serves as a pioneering contribution and calls for further discussion of this emerging area in preservice education.

Authors

• Lin Chu, Indiana University

• Anne Leftwich, Indiana University