Students' actual purposes when engaging with a computerized simulation in the context of citizen science

In today's information age, developing data science competencies has become vital to fostering responsible citizenry. However, the actual techniques learners need proficient in are still somewhat “in-construction”, as relatively new field of is constantly expanding meet data-related demands. Data education needs develop innovative means keep up with this expansion that focus less on proficiency specific techniques, but rather introduce novices authentic practices, and purposes directing practices. This paper focuses a practice, use simulations generate examine data, context scientific Citizen Science research. We provide case study one pair middle school students' engagement an extended learning sequence including simulation activities inspired by adapted also be for young students. While activity was scientists' purposes, our findings illustrate four different students attributed it. show deepened their simulation, they gradually appropriated its intended purpose, alongside articulating more mature views concepts. The conclusions summarize expressed identify aspects design contributed gradual re-shaping process purposes. Practitioner notes What already known about topic Introducing statistics essential nowadays. Students introduced motivating these Utilizing computerized common practice statistics. pedagogical, intended, can should may have differ from adds A tool, part participation project. simulation. initial differed limiting participation. Key overall ultimately supported appropriate purpose deeply engage statistical notions. Implications and/or policy It important consider attribute those teacher or designer, any in. Making explicit helpful, potentially not enough them. Researchers' prompts, freedom reshape tool productive discussion norms beneficial aspects.