How Data Investigations Shape Students’ Understanding of Air Quality and Inspire Community Action

• In Event: Beyond the Numbers: Youth Interpreting and Acting on Data for Social Change

Abstract

This study explores how high schoolers engage with local air quality data, specifically regarding asthma rates disproportionately impacting African American children in urban Philadelphia, where asthma prevalence far exceeds the national average (City of Philadelphia, 2021). In response, our curriculum enabled students to collect and analyze data around schools and neighborhoods to propose actionable community solutions (Authors, 2022). While prior research indicates active engagement with data enhances data literacy (Jiang et al., 2022; Luehmann et al., 2024), less is known about how this translates into actionable responses to socioscientific issues. To address this gap, we ask how students’ final reports from a problem-based curriculum reflect their understanding of air quality issues and perceived capacity for action. Our research is grounded in Hodson’s (2020) four-stage model for science education: (1) appreciation of societal and environmental impact, (2) recognition of interests and power dynamics, (3) critical engagement, and (4) preparing for and taking action. This model emphasizes cultivating deeper reflection on societal and environmental factors and commitment to sustainability, differing from traditional science education.

We analyzed 250 final reports by 416 students from 14 high school biology and environmental science classrooms collected between 2019 and 2022. These reports were produced through the curriculum focused on air quality investigations. Using Hodson’s (2020) four-stage model, we developed a deductive coding manual validated through iterative refinement and pilot testing. Employing Primary Trait Analysis (Benander et al., 2000), the full report served as the unit of analysis, with sentence-level readings informing overall judgments. Reliability was established through independent coding of a 20% subset, achieving 92.5% agreement before resolving discrepancies and coding the remainder.

Our analysis revealed four key themes reflecting Hodson’s stages. First, regarding appreciation, students demonstrated awareness of cultural and structural influences on air quality, including indoor pollutants in schools. One group noted, “[T]he biggest hazards for kids [are] all the mold, mouse droppings, asbestos, even lead in drinking water,” while others highlighted traffic congestion and industrial activity. Second, regarding recognition of interests and power dynamics, students identified socioeconomic factors and marginalization. One group reported, “Most people who have asthma are Black people who come from poverty [...] but most of the time they can’t pay for their correct treatment,” highlighting inequitable exposure to health risks. Third, in critical engagement, students integrated sensor data with external research. One group noted, “Locations closer to parks or with more trees nearby have lower CO levels... because trees release more oxygen than they use up, as said in an article by sciencefocus.com.” Fourth, for action, students proposed multi-level strategies. One group suggested fragrance-free policies, “64.3% of asthmatics report adverse health effects from fragranced products,” and advocated to school officials. Others proposed city-wide solutions, recommending Philadelphia “install more roundabouts to reduce traffic congestion and emissions,” adding, “each roundabout could save approximately 20,000 gallons of fuel annually.” These findings show how localized, data-driven investigations move students beyond interpreting data to envisioning meaningful community action. Our presentation will further detail how such projects empower youth to address environmental injustices.

Authors

• Jooeun Shim, Teachers College, Columbia University

• Susan A. Yoon, University of Pennsylvania