Open Inquiry on Open Government Data: A Data-Driven Approach in CS Education for Civic Engagement

• In Event: Data Science as a Tool for Engaging in Civic Education

Abstract

Introduction
In an age where data shapes public discourse and policy, leveraging Open Government Data (OGD) for education is both timely and transformative (Fasli et. al., 2023, Reza et. al., 2024). This study presents a data-driven, culturally relevant, and inquiry-based computer science (CS) education model centered on OGD. Building on our previous frameworks, we explored how engaging undergraduate students in open inquiry fosters civic engagement and critical data literacy. By situating student inquiry in real-world social contexts and empowering them to investigate issues that resonate with their own communities, we aim to cultivate responsible, data-literate citizens prepared for civic participation.

Methods
We engaged undergraduate CS students in a semester-long module incorporating open inquiry on datasets from OpenDataPhilly.org, data.pa.gov, and data.gov. Students were introduced to tools such as Python, Jupyter Notebooks, and CODAP (Frishchemeier et. al., 2021), with scaffolding through curated resources and a flexible LESA curriculum model (Learn, Explore, Select, Analyze). Students selected topics based on personal or cultural interests, formulated research questions, and mined and visualized OGD to uncover insights. This pedagogical approach emphasized culturally relevant computing, exploratory learning, and civic data storytelling. Data-Driven CS Education Approach with Open Government Data is visualized in Figure 5.1.

Results
Students’ explorations yielded diverse projects driven by individual or cultural motivation. One group analyzed Philadelphia’s 311 service request data, identifying high complaint volumes in certain zip codes, particularly on “Abandoned Vehicles” and “Maintenance Complaints,” shown in Figure 5.3. Also number of open cases highlighting underserved neighborhoods' zip code is visualized in Figure 5.2.

Another group focused on school equity by analyzing charter, private, and public school distributions, revealing clustering of charter schools in affluent areas and gaps in low-income neighborhoods. The count with School type is visualized in Figure 5.5. Also, some zip codes that have no school are identified and visualized in Figure 5.4. These student-driven inquiries prompted reflection on urban inequality, access to education, and service responsiveness.

Notably, students with cultural ties to specific regions or interests chose datasets aligned with those communities. For example, students from diverse background families focused on health service accessibility, while others explored issues such as air quality in their neighborhoods. Their cultural lenses shaped the research questions and interpretations, providing a unique, grounded understanding of civic challenges. This affirmed the value of culturally situated inquiry in driving deeper engagement and novel findings.

Conclusion
Our study demonstrates that open inquiry using Open Government Data can empower undergraduate students to connect CS learning with social realities, fostering civic engagement and agency. By centering students’ cultural interests and giving them tools to pursue authentic questions, we move beyond replication-based learning toward genuine civic inquiry. This model supports Data Science Education and Civic Education mission by offering a replicable approach that prepares students to be both technically competent and socially conscious. Future work will focus on refining curriculum modules, scaling to other institutions, and assessing long-term civic impacts.

Author

• Sayed Mohsin Reza, Pennsylvania State University - Harrisburg