DUDa
The content on this page was translated automatically.
Digital adaptive support for generic and subject-specific data skills
Brief description of the project
Digitalization is fundamentally changing our world. As a result, many aspects of society and science are being recorded in the form of data. For this reason, data literacy, i.e. the ability to deal with large, (un)structured data sets, is becoming increasingly important.
To promote data literacy, the DUDa project pursues an interdisciplinary approach that is new for biology and mathematics didactics, in which generic-statistical and subject-related-biological aspects of data literacy in upper secondary school students are promoted with AI-supported adaptive educational technologies developed in business informatics.
In a design-based research approach, a format for promoting data literacy with the help of educational technologies is being developed with stakeholders from school practice and science, which adaptively supports learners in the phases of the process model. The impact on the data literacy of students and their beliefs about gaining scientific knowledge through data will be investigated.
Structure of the project
The joint project DUDa is headed and coordinated by Prof. Dr. Andreas Eichler at the University of Kassel and comprises the following sub-projects
Overview of project activities
On November 28–29, 2025, the four subprojects of the DUDa project met in Kassel for their first stakeholder conference. For this occasion, teachers from North Rhine-Westphalia, Lower Saxony, Schleswig-Holstein, and Hesse were invited as representatives from the field to work together with representatives from the universities in Kassel, the University of Kassel, Giessen, and Münster to develop learning units that promote generic, subject-specific data literacy among students in biology and mathematics classes through an interdisciplinary approach.
Prof. Dr. Gemeinholzer opened the conference with a keynote address in which she discussed the use of large and authentic datasets in botanical research. As the conference progressed, the current status of the subprojects was presented and discussed in various workshop sessions, first from a disciplinary perspective and then from an interdisciplinary one. The workshops examined sample datasets from health research on tick-borne encephalitis (TBE) in Germany and from biodiversity research on plant species diversity across different soil types, each in conjunction with weather data. The teachers’ perspectives sparked exciting discussions and provided new ideas for the further planning and implementation of the project. The conference was rounded out by a workshop from the Educational Technology subproject, which offered participants fascinating insights into the field of AI as it relates to its use in the classroom and demonstrated how this technological innovation can adaptively support students in their learning process. At the same time, during this phase, we gained insights into the educational realities at the teachers’ schools regarding learning with AI, which we also intend to take into account when developing AI-supported educational technology.
What will be particularly memorable from the first DUDa project conference is the extremely positive attitude of the stakeholders toward the project’s content. All participants are already looking forward to the next conference, which will take place in Giessen next November. In the meantime, project members and stakeholders will meet via Zoom at irregular intervals to provide updates on the project’s progress and to directly incorporate feedback from educational practitioners.
Front (from left): Annika Behrend, Dr. Theresa Büchter, Huda Koulani
Missing: Stella Mehl