Sinem Demirci | Searcharxiv

arXiv2025

Understanding Pedagogical Content Knowledge of Introductory Data Science Instructors: An Inaugural Framework

As data science emerges as a distinct academic discipline, introductory data science (IDS) courses play a key role in shaping students foundational understanding. Often taught by instructors without formal training in data science or pedagogy, these courses present a unique and globally relevant context for examining pedagogical content knowledge (PCK). Drawing on semi-structured interviews with 14 IDS instructors and their course syllabi, this study explores how IDS instructors describe and make sense of their teaching practices, which are analyzed through the lens of PCK. The findings highlight key components of PCK about IDS and offer insights into supporting instructor development. This work contributes to expanding the scope of PCK research into new interdisciplinary domains and ongoing global efforts to build capacity in data science education. It could serve as a starting point for developing a PCK framework specific to IDS.

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arXiv2025

A Systematic Literature Review of Undergraduate Data Science Education Research

The presence of data science has been profound in the scientific community in almost every discipline. An important part of the data science education expansion has been at the undergraduate level. We conducted a systematic literature review to (1) portray current evidence and knowledge gaps in self-proclaimed undergraduate data science education research and (2) inform policymakers and the data science education community about what educators may encounter when searching for literature using the general keyword 'data science education.' While open-access publications that target a broader audience of data science educators and include multiple examples of data science programs and courses are a strength, significant knowledge gaps remain. The undergraduate data science literature that we identified often lacks empirical data, research questions and reproducibility. Certain disciplines are less visible. We recommend that we should (1) cherish data science as an interdisciplinary field; (2) adopt a consistent set of keywords/terminology to ensure data science education literature is easily identifiable; (3) prioritize investments in empirical studies.

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