Investigating elementary students’ experiences and perspectives with data science education

This study investigates how elementary students experience and perceive data science instruction in interest-driven and contextually relevant learning environments. We focused on fourth- and fifth-grade students (ages 8–11) who participated in data science units co-developed by educators and researchers over two years. Drawing on qualitative data from 214 students in a rural STEM-focused elementary school, we examined how students engaged with data science concepts, tools, and practices. Findings revealed that students conceptualized data science as both an analytical and narrative process of collecting, organizing, and visualizing data to tell evidence-based stories. They described data science as a space for discovery and creativity, expressing enjoyment in using digital tools to design and communicate their findings. Challenges included learning to use visualization tools and balancing teacher support with creative autonomy. Our findings underscore the value of incorporating children’s perspectives into the design of data science curricula and tools.