Bridging computer science and data science in preservice teacher education through integration design

This study investigated preservice teachers’ perception and attitudes toward data science education, AI literacy, and teacher data use following a three-week instructional intervention grounded in computer science and integration design. Using a mixed-methods approach, the study analyzed questionnaire data, artifacts, and interviews. Results showed a significant improvement in preservice teachers’ attitudes and literacy with some differences between the PreK-elementary and secondary groups. The findings provided practical justification for a CS-grounded integration design for data science education in preservice teacher training.