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Scripts and Counterscripts in Community-Based Data Science: Participatory Digital Mapping and the Pursuit of a Third Space
Journal of the Learning Sciences ( IF 6.083 ) Pub Date : 2019-11-26 , DOI: 10.1080/10508406.2019.1693378
Sarah Van Wart 1 , Kathryn Lanouette 2 , Tapan S. Parikh 3
Affiliation  

Data increasingly mediates how we understand the world. As such, there is growing interest in designing initiatives to help young people learn about data—not only the techno-mathematical skills necessary to work with data, but also the dispositions needed to participate in data-centric ways of knowing and doing. In this article, we argue that as this educational goal is pursued, it is important to attend to the normative scripts that are often associated with data, and how they relate to learners’ perspectives and prior experiences. We do this by examining two initiatives that aimed to help young people learn about data and its “real-world” applications by engaging them in participatory mapping activities, directed toward the study of local community challenges. We argue that when there are mismatches between students’ realities and how reality is described to work in data science, making the time and space to examine these contradictions can lead to a robust engagement with data science and its applications. These findings have implications for how we might better design tools and learning activities that connect data science with the broader contexts that frame young people’s lives.



中文翻译:

基于社区的数据科学中的脚本和标语:参与性数字地图绘制和对第三空间的追求

数据越来越多地中介了我们如何理解世界。因此,人们越来越有兴趣设计旨在帮助年轻人了解数据的计划,不仅是处理数据所必需的技术数学技能,而且还包括参与以数据为中心的知识和做事方式所需的性格。在本文中,我们认为,随着追求这一教育目标的发展,重要的是要注意经常与数据相关的规范性文字,以及它们如何与学习者的观点和先前的经验联系起来。为此,我们研究了两项举措,旨在通过使年轻人参与到旨在研究本地社区挑战的参与性制图活动中,帮助他们了解数据及其“真实世界”的应用程序。我们认为,当学生的现实与描述现实在数据科学中的工作方式不匹配时,花费时间和空间来研究这些矛盾会导致与数据科学及其应用的牢固结合。这些发现对我们如何更好地设计工具和学习活动,将数据科学与构成年轻人生活的更广泛的背景联系起来具有影响。

更新日期:2019-11-26
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