Data Detectives Clubs: COVID-Inspired Data Science Education Through Epidemiology

• In Event: Infectious Learning and Teaching: Opportunities and Challenges of Integrating COVID-19 Into K–16 Education

Abstract

OBJECTIVE. A collaboration of data science educators, a children’s book publisher, and a science lab has created a 15-hour “Data Detectives Club” for middle school youth, focusing on historical and current pandemics. The goal is to develop youths’ skills in using data tools to track the spread of infectious disease and to ask and address their own questions of epidemiological datasets. The project will foster a deeper interest in and awareness of epidemiology and related STEM careers. Youth will also learn to differentiate between data and opinion as they engage in issues related to the COVID pandemic.
FRAMEWORK. The program is anchored by a science-based adventure book and incorporates podcasts, animations, and data tools (Common Online Data Analysis Platform [CODAP] and NetLogo) (Concord Consortium, 2020; NetLogo, 2020), as well as visits by epidemiologists. At each session, youth discuss one of the book’s chapters, focusing on ethical, equity, and policy issues related to how infectious diseases spread and are treated. Then, youth engage in a series of data activities using CODAP and NetLogo to understand growth rate of infections, variability, rate of vaccination, and predictive models. Youth produce graphs, maps, and diagrams as well as data-based PSAs for a community audience of their choosing.
PERSPECTIVE. Epidemiological data sets are socio-technical tools entering everyday usage (Pea & Cole, 2019). Our research is based on cultural historical activity theory (LCHC, 2010) which links that influence of direct interactions to broader contexts.
DATA. Participants are 400+ middle school youth (ages 9-14) from diverse, low-income communities. They are enrolled in summer and afterschool programs in the YMCA, Boys and Girls Clubs, Girls, Inc., or 4-H. The sites are located in seven states and are part of the Imagine Science network, which supports STEM programming at these agencies. Three major types of data are collected from the youth: Surveys developed by PEAR that measure changes in STEM interest, career awareness, and identity; youth-generated physical and digital artifacts (CODAP graphs, data visualizations and recorded PSAs) and focus groups interviews.
RESULTS. Results from pre-post retrospective surveys obtained from Clubs that piloted the program during the 2020-2021 school year showed that 63% of respondents increased in STEM engagement, 50% increased in career awareness, and 38% increased in STEM identity. Though the sample is small (N = 16), the results are encouraging. Survey data from an additional 200+ youth, along with youths’ digital artifacts and focus group discussions will be presented.
SIGNIFICANCE. This project, lying at the intersection of data science education and epidemiology, promotes engagement with critical yet largely unfamiliar aspects of STEM. Currently, neither epidemiology nor data science play more than a small role in national science and math curricula. We demonstrate the potential of afterschool and summer programs for immersing underserved youth in contemporary, relevant, cutting-edge STEM. Second, we show the power of narrative to convey scientific ideas and motivate youth to learn more about epidemiology. Third, we examine how youth master technological tools when used in a compelling context.

Authors

• Jan Mokros, Science Education Solutions

• Penny Noyce

• Laura Martin, Arizona Science Center