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1 Introduction
Pages 1-6

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From page 1...
... A National Academies of Sciences, Engineering, and Medicine 2018 report, Data Science for Undergraduates, catalyzed conversations around data science education in K–12. If data science is important in undergraduate school, "why aren't we attending to what we're doing in K–12?
From page 2...
... . Speakers and participants at the workshop included researchers and practitioners engaged in K–12 data science education from a variety of contexts, including formal and informal; designed and emergent; elementary and secondary; and whose efforts include standalone curricula as well as activities integrated within other content areas (e.g., science, technology, engineering, and mathematics [STEM]
From page 3...
... Tools and instruction • What kinds of learning experiences might help bring about these data fluency competencies? • What tools and data sets are needed to support young learners in acquiring data understanding and skills?
From page 4...
... This proceedings may contain particular viewpoints attributed to individual participants or groups of participants in the workshop, if BOX 1-2 Workshop Guiding Questions • What does data science education look like? Where is it happening, both in and out of school?
From page 5...
... Chapter 3 looks at the current landscape of data science education, and features speakers working on the ground and in the classroom. Chapter 4 discusses the tools, resources, and teacher preparation that are needed to implement the vision of data science education, and Chapter 5 looks toward the future by identifying priorities for research and funding.


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