“…Though students may initially be challenged by the "messiness" of real data (Ellwein et al, 2014), as they gain confidence with the mechanics of data analysis, they can use authentic, open access data sets to independently solve complex, unstructured questions (Carey et al, 2015;Kastens et al, 2015) and improve their understanding of the nature of science and the limitations of any data set (Lederman, 1992). Data-driven activities can also encourage peer learning through small group work (Springer et al, 1999;Thomas and Brown, 2011;Brame and Biel, 2015;Toven-Lindsey et al, 2015) and cultivate data skills needed for future careers in academic and workplace environments (Langen et al, 2014;Rubin and Abrams, 2015;Carey and Gougis, 2017). Even the use of a single data-driven activity can result in students being more com-ABSTRACT.…”