Abstract

Given growing interest in K-12 data and data science education, new approaches are needed to help students develop robust understandings of and familiarity with data. The model of the quantified self—in which data about one’s own activities are collected and made into objects of study—provides inspiration for one such approach. By drawing on what one already knows about their self and their prior experiences, it may be possible to bootstrap students’ abilities to interpret and make sense of data. Taking that possibility seriously, this article describes some of the gains observed in students’ statistical reasoning following a quantified self, wearables-based elementary statistics unit and provides a theoretical framework drawing from cognitive psychology, embodiment, and situative perspectives to characterize how prior experience is used as a resource in data sense-making when the data are about students’ own physical experiences. This framework centralizes and interrogates the work of “remembering” prior experiences and articulates how remembering is involved in interpreting quantified self data. Specifically, the framework emphasizes that remembering in service of data interpretation is a reconstructive act that draws from both general and specific embodied resources and that the work of reconstructive remembering in the classroom is both individual and multi-participant work. To demonstrate measured learning gains and illustrate the framework, written assessment results and descriptive cases of student and teacher discussions about quantified self data from two sixth-grade classes participating in a classroom design experiment are provided. Both a discussion of and recommendations for ethical considerations related to quantified self data in education are also provided.

摘要

鉴于对 K-12 数据和数据科学教育的兴趣日益浓厚，需要新的方法来帮助学生深入了解和熟悉数据。量化自我模型——收集有关个人活动的数据并将其制成研究对象——为这样一种方法提供了灵感。通过借鉴一个人对他们自己和他们以前的经验已经知道的东西，有可能引导学生解释和理解数据的能力。认真对待这种可能性，本文描述了学生在遵循量化的自我、基于可穿戴设备的基本统计单元的统计推理中观察到的一些收获，并提供了一个从认知心理学、具体化和情境视角出发的理论框架，以描述先前的经验是如何产生的。当数据是关于学生自己的身体体验时，用作数据意义构建的资源。该框架集中和询问“记忆”先前经验的工作，并阐明记忆如何参与解释量化的自我数据。具体而言，该框架强调为数据解释服务的记忆是一种从一般和特定具体资源中提取的重建行为，课堂中的重建记忆工作既是个人工作，也是多方参与的工作。为了展示可衡量的学习成果并说明框架，提供了书面评估结果以及学生和教师就参与课堂设计实验的两个六年级班级的量化自我数据进行讨论的描述性案例。还提供了与教育中量化的自我数据相关的伦理考虑的讨论和建议。