Abstract—Given the increasing significance of data literacy in today's digital era, educational interventions play a pivotal role in preparing young learners for data-driven decision-making. This paper presents a quantitative evaluation study that examines the efficacy of a project-based learning intervention designed to enhance adolescents' data literacy. The intervention, based on the PPDAC-Cycle, focused on engaging students in working with authentic data sets using senseBox:bike technology. Pre- and posttests were conducted using the SESSKO scale to measure changes in the self-efficacy of n = 14 students regarding data analysis. The results indicate increasing self-efficacy related to data literacy across the social, absolute, and criterial scale following the intervention. This example underlines the potential of project-based learning approaches to promote data literacy among adolescents. 
 

Keywords—data literacy, K-12 education, STEM, big data, physical computing