(Adapted from a panel after-dinner talk for the in the opening session to DSET 2017)
Nobody knows what data science is, but it permeates our lives, and it’s increasingly clear that understanding data science, and its powers and limitations, is key to good citizenship. It’s how the 21st century finds its way. Also, there are lots of jobs—good jobs—where “data scientist” is the title.
So there ought to be data science education. But what should we teach, and how should we teach it?
Let me address the second question first. There are at least three approaches to take:
- students use data tools (i.e., pre-data-science)
- students use data science data products
- students do data science
I think all three are important, but let’s focus on the third choice. It has a problem: students in school aren’t ready to do “real” data science. At least not in 2017. So I will make this claim:
We can design lessons and activities in which regular high-school students can do what amounts to proto-data-science. The situations and data might be simplified, and they might not require coding expertise, but students can actually do what they will later see as parts of sophisticated data science investigation.
That’s still pretty vague. What does this “data science lite” consist of? What “parts” can students do? To clarify this, let me admit that I have made any number of activities involving data and technology that, however good they may be—and I don’t know a better way to say this—do not smell like data science.
You know what I mean. Some things reek of data science. Google searches. Recommendation engines. The way a map app routes your car. Or dynamic visualizations like these: Continue reading Smelling Like Data Science