{"id":1017,"date":"2025-04-11T13:18:36","date_gmt":"2025-04-11T13:18:36","guid":{"rendered":"https:\/\/kidsdirectors.eu\/?p=1017"},"modified":"2025-09-08T15:26:27","modified_gmt":"2025-09-08T15:26:27","slug":"second-cycle-of-data-literacy-workshops-implementation-in-the-netherlands","status":"publish","type":"post","link":"https:\/\/kidsdirectors.eu\/index.php\/2025\/04\/11\/second-cycle-of-data-literacy-workshops-implementation-in-the-netherlands\/","title":{"rendered":"Second Cycle of Data Literacy Workshops Implementation in the Netherlands"},"content":{"rendered":"\n

From March 4 to April 10, 2025<\/strong>, as part of Activity 5: Teaching and Training (Second Cycle)<\/mark><\/strong> of the Erasmus+ project Erasmus+ project DIRECTORS \u2013 DIgital data-dRiven EduCaTion fOR kidS<\/a><\/strong>, the Dutch project team continued their efforts to enhance data literacy in primary education. This time, the workshops 1, 2 and 3 were held at two groups 7 in Primary School De Triangel <\/a><\/strong>in Delfgauw, and workshop 2 in three groups 8 of the Primary School De Keizerskroon<\/a><\/strong> in Pijnacker. A total of ninety pupils<\/mark><\/strong> participated in at least two of the workshops..

As in the first cycle, these workshops addressed three levels of data literacy<\/strong> \u2013 basic, moderate, and advanced skills<\/strong> \u2013 adapting activities to the pupils\u2019 grade level. The aim was to strengthen the children\u2019s understanding of gathering, organizing, and interpreting data, using fun and age-appropriate tasks.<\/p>\n\n\n\n

First Workshop – Seventh Grade (10-11 years): Basic Data Skills<\/strong><\/mark><\/h3>\n\n\n\n

Seventh-grade pupils revisited the idea of connecting their everyday experiences with the concept of data<\/mark><\/strong>. To start, they estimated at how they use smartphones \u2013 favourite apps, games, and approximated<\/strong> the amount of time spent on each. Pupils then created simple data cards, which helped them learn about grouping, cleaning and analyzing data<\/strong>, transforming it in the end into a clear, visual display<\/strong> in a form of word clouds.

In the next step, they moved on to collecting actual data<\/mark><\/strong> from their phones and entering it into a shared dataset. By comparing<\/strong> their own data with the class totals, pupils discovered the significance of accurate data input<\/strong> and the importance of privacy\/anonymity when sharing information online.<\/p>\n\n\n\n

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Second Workshop – Seven and Eight Grade (10-12 years): Moderate Data Skills<\/strong><\/mark><\/h3>\n\n\n\n

<\/a><\/p>\n\n\n\n

Seven and eight grade pupils explored the fundamentals of Geographic Information Systems (GIS)<\/mark><\/strong>, learning how to represent real-world features on maps<\/strong>. In their first workshop, they used an orthophoto map as a base for \u201ccollecting\u201d data \u2014 similar to the vectorization process in GIS. Working in groups, they traced various elements of the school environment (e.g., buildings, roads, and playgrounds) onto transparent sheets, with each sheet acting as a separate \u201clayer.\u201d Stacking these layers together produced a complete map and demonstrated how GIS digitally organizes and analyses spatial data<\/strong>.

In the second workshop, pupils applied their GIS knowledge through a geocache escape room\u2013style game<\/strong> called \u201cThe Mystery of the Concierge.\u201d They used GIS layers and digital data to solve puzzles, while also applying spatial operations like buffering and data filtering. By following specific geographic coordinates and piecing together clues step by step, and using GPS functionality on a smart device they managed to navigate to the location of the missing Concierge.<\/p>\n\n\n\n

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Third Workshop – Seventh Grade: Advanced Data Skills<\/mark><\/strong><\/h3>\n\n\n\n

Seventh-grade pupils delved into <\/strong>real-world data collection and quality assessment using various measurement techniques<\/strong>. <\/mark>They learned about and experimented with various methods of measuring steps and distances \u2013 manual counting, mobile apps, smart watches, and GPS-tracked walks. During the first workshop, they tested a laser scanner, measuring tape, step counter approaches indoors, noticing some differences in accuracy among methods.

For the second part, the pupils ventured outside, measuring longer distances near the school with various devices (mobile phones, step counter) while also recording GPX tracks on their devices. Back in the classroom, they compared<\/strong> the various measurements techniques and discussed why technology, although helpful, must always be approached with a critical mindset<\/strong>.<\/p>\n\n\n\n

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<\/p>\n","protected":false},"excerpt":{"rendered":"

From March 4 to April 10, 2025, as part of Activity 5: Teaching and Training (Second Cycle) of the Erasmus+ 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