Using Participatory Design to Gain Insight into How Students Make Sense of Data in Their Lives.

Data is ever-present and increasingly shaping the lived experiences of today's students. This study examines high school students’ perceptions of data using various analytical and methodological lenses. During participatory design sessions, students were given opportunities to express their understanding of the term 'data' and its relevance to their lives, their awareness of stakeholders collecting their data, and their concerns regarding data usage. This work sheds light on students’ perceptions of data, discerning areas where their understanding is robust and identifying critical gaps. In doing so, it contributes an in-depth examination of an area that has received limited attention in previous studies but is of growing importance. Collectively, this research helps understand students’ perceptions of data, concerns, and gaps and, in doing so, can guide educators and help inform data science curricula designers in developing learning opportunities to prepare students to be responsible and informed data-literate citizens.