Collaborative Research: Integrating Students’ Interests, Identities and Ways of Knowing with Network Visualization Tools to Explore Data Literacy Concepts

协作研究：将学生的兴趣、身份和认知方式与网络可视化工具相结合，探索数据素养概念

• 批准号: 2241706
• 负责人: Merijke Coenraad
• 金额: $ 39.8万
• 依托单位: Digital Promise Global
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-05-01 至 2026-04-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2241706&HistoricalAwards=false
• 关键词: Collaborative; Research; Integrating; Students; Interests

This project is responding to the growing recognition that youth can benefit from a wide range of data literacy skills. Network visualization is a particularly powerful and relevant approach for learners to understand. In a network visualization, people, places, and things are the nodes in a network, displayed as circles. These nodes are connected by lines that represent interactions. Learners can view relationships between nodes and lines in a network using either a dynamic visualization or they can view network data as a table. The two different representations together can help learners explore data in many contexts. This exploration is particularly relevant for data about relationships built on popular social media platforms. Therefore, network visualizations present a unique opportunity to explore data and data literacy in rich social contexts that are of interest for, and relevance to, youth learners. As they explore a range of locally relevant contexts across disciplines, learners will be engaged with core data literacy principles. To accomplish this, the project team will design, implement, and study an instructional unit about network visualization using the open-source Net.Create software tool that this team previously created to support intuitive, collaborative network visualization. As part of a co-design process with teachers, the team will create a curriculum unit that encourages 7th and 8th grade students to engage in core network visualization and key data literacy practices that meet disciplinary standards. The curriculum will integrate students’ interests and cultural identities, and those of their communities. For example, network visualizations that may be explored include hobbies and activities they are engaged in as well as aspects of their culture or identity. To help students appreciate network visualization in a robust manner, they will have opportunities to develop, critique, and revise the visualizations they build.This project will take a synergistic approach in which middle school students use network visualization to learn about themselves and their communities. As the same time, students will also be learning about the underlying network science and data literacy principles that make their exploration possible, and which are central to their experiences with many common technologies. The project addresses three research questions over this three-year study: 1) How can students learn network and data literacy concepts through the creation of network visualizations with their peers? 2) How does exploring their collective identity, through topics of interest to students both individually and as a whole, using network visualization help motivate them to explore data literacy and integrate technology more deeply into their lives and careers? 3) What challenges and opportunities do teachers see in using network visualizations to support teaching data literacy concepts? The project team will engage in iterative co-design with a partner school district to adapt the draft curriculum to be locally relevant and meaningful. The project will also extend the Net.Create tool to support more robust exploration of the data literacy concepts such as data provenance. Data analysis will include pre / post measures of data literacy concepts and criticality, analysis of networks created by learners and computer logs, application of an engagement rubric that measures quality of student engagement with different activities, and interaction analysis of classroom activities to help articulate how learners used the tools to develop understanding of target concepts. The project team will work closely with two teachers in year 1, three teachers in year 2, and five teachers in year 3, while also scaling up the implementation to see how up to 20 additional teachers are subsequently able to implement the curriculum. This project is funded by the Innovative Technology Experiences for Students and Teachers (ITEST) program, which supports projects that build understandings of practices, program elements, contexts and processes contributing to increasing students' knowledge and interest in science, technology, engineering, and mathematics (STEM) and information and communication technology (ICT) careers.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

该项目是为了响应人们日益认识到，网络可视化是学习者理解网络可视化中的人物、地点和事物的一种特别强大且相关的方法。这些节点通过表示交互的线连接。学习者可以使用动态可视化来查看网络中的节点和线之间的关系，也可以将网络数据视为表格。在许多情况下探索数据这种探索与数据特别相关。因此，网络可视化提供了一个独特的机会，可以在丰富的社会环境中探索数据和数据素养，这些环境是青年学习者感兴趣的，并且与他们探索一系列当地相关的环境有关。跨学科的学习者将参与核心数据素养原则为了实现这一目标，项目团队将使用该团队之前创建的开源 Net.Create 软件工具来设计、实施和研究有关网络可视化的教学单元。直观、协作的网络可视化的一部分。在与教师共同设计的过程中，该团队将创建一个课程单元，鼓励七年级和八年级的学生参与符合学科标准的核心网络可视化和关键数据素养实践。该课程将整合学生的兴趣和文化认同，以及这些。例如，可以探索的网络可视化包括他们从事的爱好和活动以及他们的文化或身份的各个方面，为了帮助学生以强有力的方式欣赏网络可视化，他们将有机会发展和批评。 ，并修改他们的可视化该项目将采取协同方法，让中学生使用网络可视化来了解自己和社区。同时，学生还将学习使他们的探索成为可能的基础网络科学和数据素养原则，该项目在为期三年的研究中解决了三个研究问题：1）学生如何通过与同伴一起创建网络可视化来学习网络和数据素养概念？通过学生都感兴趣的话题探索他们的集体身份无论是个人还是整体，使用网络可视化都有助于激励他们探索数据素养并将技术更深入地融入到他们的生活和职业中？ 3) 教师在使用网络可视化支持数据素养概念教学时看到哪些挑战和机遇？将与合作伙伴学区进行迭代联合设计，以使课程草案适应当地情况并有意义。该项目还将扩展 Net.Create 工具，以支持对数据起源等数据素养概念进行更强有力的探索。分析将包括数据素养概念的前/后测量和关键性、对学习者创建的网络和计算机日志的分析、衡量学生参与不同活动的质量的参与量规的应用，以及课堂活动的交互分析，以帮助阐明学习者如何使用这些工具来加深对目标概念的理解。团队将与第一年的两名教师、第二年的三名教师和第三年的五名教师密切合作，同时扩大实施范围，看看随后如何让多达 20 名额外的教师能够实施该项目。通过创新技术经验学生和教师 (ITEST) 计划，支持加深对实践、计划要素、背景和流程的理解的项目，有助于增加学生对科学、技术、工程和数学 (STEM) 以及信息和通信技术 (ICT) 的知识和兴趣该奖项反映了 NSF 的法定使命，并通过使用基金会的智力价值和更广泛的影响审查标准进行评估，被认为值得支持。