Empowering K-12 Students Through Open Inquiry on Open Government Data: A Data-Driven Approach in CS Education

This research-to-practice full paper describes a transformative approach to computer science education that leverages Open Government Data to bridge the gap between theoretical knowledge and practical application, empowering K-12 and higher education students to engage in open inquiry and contribute meaningfully to societal challenges. In the con-temporary landscape of computer science (CS) education at K-12 and higher levels, a visible shift towards data science-based teaching has emerged as a pivotal focus across diverse disciplines and age groups. The predominant goal is to equip students with the skills and mindset needed to actively participate as informed citizens, engaging in inquiries grounded in data that intersect with social and civic phenomena. This paradigm shift is catalyzed by the exponential growth of data production and a societal trend towards openness and information sharing, both of which are transformative forces shaping the economy and society. Numerous initiatives have been undertaken to enhance CS skills among K-12 students, with notable programs such as Bootstrap Data Science (BDS), Coding Like a Data Miner (CLDM), and Exploring Computer Science (ECS) leading the charge in integrating data science into the educational framework or curriculum using different perspectives on coding, social media data, and curated dataset. Despite these commendable efforts, a pressing concern appears over the efficacy of current pre-college data science-based CS education strategies. Often, these strategies involve the utilization of datasets and investigations curated by external entities, limiting learners' authentic practice, and constraining their exploration of meaningful lines of inquiry. This replication-centric approach impedes the development of comprehensive knowledge and mastery, hindering the cultivation of literacies with agency that allows learners to pursue per-sonal interests or address pertinent social issues. Simultaneously, governmental bodies at the local (e.g. opendataphilly.org), state (e.g. data.pa.gov), and federal levels (e.g. data.gov) have actively engaged in this educational evolution by opening up their data for access and reuse by public and private entities. The global phenomenon of Open Government Data has gained momentum in recent years, driven by the belief that its utilization possesses the potential to generate both economic and social value. However, there exists a substantial gap in effectively engaging students to harness this valuable resource for the creation of social value and it is due to a limited number of tools and curricula that create the intersection in the learning process. This paper investigates the critical intersection of data science and computer science education, proposing a transformative approach that em-powers learners through open inquiry using Open Government Data from Local (e.g. opendataphilly.org) State(data.pa.gov), and Federal(data.gov). By advocating for hands-on experiences that involve students in the generation and analysis of data relevant to real-world and local, state, and federal issues, our proposed framework seeks to bridge the gap between theoretical knowledge and practical application. The framework includes the use of a data science tool that explores open government data, connects students' interests in an area (e.g. economy, public health, transportation), and helps in mining, analyzing, and visualizing based on student socio-cultural perspective through curriculum. Through a comprehensive exploration of Open Government Data, we aim to pave the way for a new era in Data Science-based CS education that not only equips students with technical skills but also inspires them with a sense of social responsibility and the ability to contribute meaningfully to societal challenges.