In early October 2024, as part of Activity 4: Teaching and Training (First Cycle) of the Erasmus+ project DIRECTORS – DIgital data-dRiven EduCaTion fOR kidS, the Croatian part of the project team implemented a series of workshops in Croatia aimed at promoting data literacy in primary education. Led by the University of Zagreb, the workshops were delivered by Assoc. Prof. Ivana Bosnić, Ph.D. from the Faculty of Electrical Engineering and Computing and Assist. Prof. Ana Kuveždić Divjak, Ph.D. from the Faculty of Geodesy.
The workshops were structured into three levels of data literacy: basic, moderate, and advanced data skills, each tailored to children’s age and prior knowledge. Over four visits to a Croatian Primary school Ante Kovačić in Marija Gorica, the team conducted six workshops – two for each grade (second, third, and fourth). Each workshop spanned two sessions, ensuring sufficient time for practical activities and alignment with the school’s schedule. In total, 15 second-grade pupils, 18 third-grade pupils, and 20 fourth-grade pupils participated in the workshops, making a total of 53 pupils engaged in the activities.
Second Grade: Basic Data Skills
Second-grade pupils explored real-world data using examples from their mobile device usage, such as favourite games or video channels and time spent on specific apps. During the first session, pupils assessed their use of mobile devices and created data cards about their estimates and favourite apps. They then learned how to group, categorize, and clean data, and how to display it in a word cloud.
In the second session, pupils learned how to collect, adjust, and enter real data from their phones into a dataset. They explored the similarities and differences between the data of the entire class and their own data, and compared their estimates with the collected data. They also learned how to visualize real-world data, why it is important to enter data accurately, and how to protect privacy when adding their data to a shared dataset.
Third Grade: Moderate Data Skills
Third-grade pupils explored the world of geoinformation and mapping of geospatial data. After learning the basics of Geographic Information Systems (GIS), in their first session, they created map layers on transparent sheets, mapping the school environment. Each sheet represented one layer of information, such as buildings, roads, trees or playgrounds. When these sheets were stacked on top of each other, all the layers combined to form a complete map, serving as a simple visual analogy for GIS. Just as the sheets represented different layers, GIS systems digitally organize and analyse data in layers, allowing for the exploration and investigation of various spatial elements.
In the second session, pupils applied their newfound knowledge in a digital environment, participating in the detective game “The Mystery of the Missing Principal.” Using GIS layers and data in digital form, they solved puzzles step by step. Based on the geographic coordinates they received, they embarked on a search for the missing principal near the school and, in the end, successfully completed the task and found – a big box of candies.
Fourth Grade: Advanced Data Skills
Fourth-grade pupils faced the most challenging task: learning how to collect data from various real-world sources, assess the quality of the data, and critically analyse the results. This task was accomplished by counting steps and measuring distances in different ways. The data sources used were: manual counting, counting with mobile apps, counting with smartwatches/fitness trackers, measuring distance with Google Maps, and measuring distance with mobile phones equipped with GPS devices while recording GPX tracks. In the first session, pupils explored the differences in step counting within the classroom using various methods and sensors.
In the second session, we went to the square, where pupils measured longer distances in several ways, including with satellite assistance. While walking, they also recorded GPX tracks showing the walking route. Upon returning to the classroom, pupils compared the results from all the measuring methods and concluded that technological solutions are important, but we must not blindly trust technology and the collected data without verification and further investigation.
After each workshop, feedback was collected from teachers to review the activities and gather insights for improvement. This process is an essential part of the first cycle of workshops, which forms part of Activity 4: Teaching and Training (First Cycle). The feedback received will contribute useful data for the international evaluation, conducted in collaboration with the Dutch team, and will guide future refinements of both the teaching approach and the educational resources. These workshops thus provide a key opportunity to assess and enhance our approach, ensuring its effectiveness for future implementation.
