Poster—Supporting Data Literacy in K-12 Science: Co-Designing a Problem-Based Learning Game
DOI:
https://doi.org/10.56198/g8rn8q17Keywords:
STEM Education, Problem-Based Learning, Data Science, Narrative Games, Extended Reality (XR)Abstract
In this poster, we discuss the co-design of an interactive, problem-based science supplement called Trend Trackers. Trend Trackers aims to support middle school students in building data literacies through the exploration of socioscientific issues. This design case explores the opportunities and challenges of using games and extended reality (XR) experiences to address persistent challenges in K-12 data science education such as understanding the nature of data as situated in a sociocultural context and engaging with data science practices in the context of science education. Building on a humanistic framework for data literacy, we ask: How might an immersive problembased learning experience support youth in reasoning about how data are produced and used? This study contributes to K-12 data science education by exploring the development of tools that support the integration of data literacy practices within the content of other courses.
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