Working with live, real-world datasets promoted students' perception of real-world authenticity and career transferability in a high school data science curriculum¶
Claim · All claims
Evidence · 1 study · qualitativer3·q2
Currency · newest study 2026 · checked against its sources 2026-10-29 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Using live and updated datasets from various domains helped students see the broader relevance of data science beyond the classroom and connect skills to future careers. → Rotem Israel-Fishelson 2026
Evidence¶
Rotem Israel-Fishelson 2026¶
Rotem Israel-Fishelson, David Weintrop. (2026). Authenticity in a high school data science curriculum. Education Tech Research Dev. https://doi.org/10.1007/s11423-026-10622-1
q2 · i? · qualitative · r3
Thematic analysis of interview segments coded under the real-world authenticity dimension in the mixed-methods study. Students said "The topics were real situations. We used a lot of real data from around the world. It was not made up," and saw skills as transferable to careers.
"Our analysis revealed that having students use live and updated datasets from various domains helped promote real-world authenticity by helping them see the broader relevance of DS beyond the classroom"
Discussion¶
Related Claims¶
- A culminating final project with a structured reflection script served as authentic assessment mirroring real-world data science practices — related
- High school students report they learn best through interactive, hands-on projects, real-world applications, and discussions rather than lectures, note-taking, and worksheets — a broader claim this one bears on
- Students want curriculum connected to real life, careers, and life skills, and report that the majority of the high school curriculum lacks real-world application — a broader claim this one bears on
- Working with statistically messy authentic data in citizen science gave middle school students a window into scientists' world and intense experience with scientific reasoning — related
- Students valued the independence, real-world relevance, hands-on work, and collaboration in challenge based lessons — a broader claim this one bears on
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
live-real-world-datasets-real-world-authenticity |
title |
Working with live, real-world datasets promoted students' perception of real-world authenticity and career transferability in a high school data science curriculum |
description |
Working with live, real-world datasets promoted students' perception of real-world authenticity and career transferability in a high school data science curriculum |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2026 |
source_checked |
2026-10-29 |
generated |
by process:wiki-ingest on 2026-10-29 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — rotem-israel-fishelson-2026 |
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