Early adopter educators' rationales for teaching with open data fall into three groups: advanced subject-matter possibilities, public engagement through authentic inquiry, and motivation plus data literacies¶

Claim · All claims
Evidence · 1 study · qualitative r3 · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Interviewees' rationales were classified into three groups: subject matter teaching using advanced possibilities, public engagement through authentic inquiry, and using relevance and broad scope to motivate learners and develop data literacies. → Tim Coughlan 2020

Evidence¶

Tim Coughlan 2020¶

Tim Coughlan. (2020). The use of open data as a material for learning. Education Tech Research Dev. https://doi.org/10.1007/s11423-019-09706-y

q2 · i? · qualitative · r3

Thematic analysis of ten semi-structured interviews with early adopter educators, reported in the Discussion. The article states that "the rationale of interviewees could be classified into three groups": advanced possibilities (A, G), authentic inquiry for public engagement (C, F, J), and motivation and data literacies (B, D, E, H, K).

"Using these themes, the rationale of interviewees could be classified into three groups"

Discussion¶

Related Claims¶

• Educators perceived open data's broad scope, relevance to learners, authenticity, and value as a basis for data literacies as key characteristics for learning — possibly the same claim (merge candidate)
• Most interviewed educators employed project or inquiry-based learning designs when teaching with open data — related