Data analytics in schools: From the UK point of view

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  • 学校教育におけるデータの分析教育：イギリスの視点から
  • ガッコウ キョウイク ニ オケル データ ノ ブンセキ キョウイク : イギリス ノ シテン カラ

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Abstract

<p>The purpose of this study is to explore the teaching and learning of data analytics, which has been recognised as one of the essential topics in 21st Century. In this study, data analytics in school is defined as a process of ‘engaging creatively in exploring data, including big data, to understand our world better, to draw conclusions, to make decisions and predictions, and to critically evaluate present/future courses of actions’. This process involves the six competencies for data analytics, i.e. statistical literacy, ICT literacy, critical thinking, creativity, communications and collaborations, and ethics and social impacts. For developing data analytics competencies, teaching approaches such as using different data sets, statistical modelling, use of technological tools are recommended. This paper examines how the framework and teaching approaches might contribute to developing students’ data analytics skills by referring to existing studies and an example of teaching in the UK.</p>

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