Datasets as Primary Sources to Engage in Civic Education in Middle School Social Studies Classrooms

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

Abstract

Introduction
Incorporating data practices into humanities classrooms is crucial for developing self-aware and informed students (Lee et al., 2021; NCSS, 2013; Shreiner, 2020). Primary sources in the form of documents and images are central to sparking discussions within social studies classrooms (Garcia et al., 2019; Reisman, 2022) and some recent work has begun to explore the idea of datasets as a form of primary source (e.g. Marsh et al., 2024). However, the concept of datasets as a form of primary source for engaging students in civic discourse within social studies classrooms has not yet permeated K-12 spaces. Yet, the multidisciplinary nature of data can be a perfect entry point for examining civic issues.

Embracing data-driven education prepares students for a data-centric world, empowering them to navigate real-world challenges with informed reasoning and confidence. In this project, we combined data practices with project-based-learning humanities modules. Project-based-learning puts students in the driver’s seat allowing them to uncover and explore a topic with agency (Boardman & Hovland, 2022). Led by an engaging guiding question, students embarked on a learning journey where they evaluated a variety of texts, including datasets, to gain knowledge and collect evidence for a more authentic response.

Methods
This case study follows an eighth grade social studies teacher at a public school in an urban center in northeastern U.S. The teacher was engaged in a multi-year co-design project with data science education experts to integrate data practices into her social studies classroom. Interviews were conducted with the teacher multiple times across the two-year project as she developed and implemented two different data-infused units, one on immigration and one on workers rights. These interviews were inductively coded to build a case study around the question: what strategies were used to engage students with data in a social studies classroom?

Results
Based on the qualitative analysis of the interviews, one primary theme which emerged was the concept of treating datasets like another primary source and framing them as such for the students to apply similar strategies to examining and interpreting them as they would to other primary sources such as documents or images. This framing evolved for the case study teacher over the course of the project. In the final interview of the project, she remarked on this.

Data has become one of the sources we continually use in a social studies classroom. It's very normal and just part of class. In the same way you look at a photograph or a video or a text like it's just another source of information. I think it just enriches the curriculum so much more.

The materials developed to support student learning also reflected this theme as they were modified from year one to year two to align with the structure and language used with other primary source analysis.

Conclusion
Framing datasets as a type of primary source for analyzing and discussing civic phenomena can allow for students to devise their own learning path, sparking curiosity and classroom engagement.

Authors

• Katherine M. Miller, Concord Consortium

• Trang C. Tran, University of Colorado - Boulder

• Joseph L. Polman, University of Colorado - Boulder