Data Driven Mobility Transition: Enhancing Data Literacy and Self-Efficacy Through a Transdisciplinary Project Week in Secondary Education

Given the growing importance of data literacy in a digitalized society, this article presents a transdisciplinary teaching concept based on the Data Investigation Process Framework. The evaluation of a project week entitled “On the road – Adolescents develop concepts for cycling in their own city using digital geomedia” demonstrated that the concept effectively enhances secondary school students’ data literacy, fostering critical thinking and improving their ability to evaluate data. In particular, project-based and real-world learning experiences- especially those involving the collection of students’ own datasets - proved to be highly beneficial. The teaching concept was evaluated through an educational intervention study conducted at five schools in Germany, involving a total of 121 students. The study focused on learners’ self-efficacy, measured using the standardized test instrument SESSKO, as well as the influence of personal data collection on students’ data analysis skills.鉴于数据素养在数字化社会中的重要性与日俱增，本文提出了一种基于数据调查过程框架（Data Investigation Process Framework）的跨学科教学理念。针对题为“上路——青少年依托数字地理媒体为所在城市规划骑行出行方案”的项目周活动开展的评估结果显示，该教学理念可有效提升中学生的数据素养，培养其批判性思维并提升数据评估能力。尤为值得关注的是，基于项目的真实情境学习体验——尤其是让学生自主采集数据集的相关实践——被证实极具成效。本教学理念的评估依托一项在德国5所中学开展的教育干预研究完成，共计121名学生参与其中。该研究聚焦学习者的自我效能感（采用标准化测试工具SESSKO进行测评），以及自主数据采集对学生数据分析能力的影响。