An Effectiveness Study of Teacher-Led AI Literacy Curriculum in K-12 Classrooms
An Effectiveness Study of Teacher-Led AI Literacy Curriculum in K-12 Classrooms
复制标题
K-12 课堂中教师主导的人工智能素养课程的有效性研究
DOI：
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发表时间：
2024
期刊：
影响因子：
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通讯作者：
Katherine S. Moore
中科院分区：
文献类型：
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作者：
Helen Zhang;Irene Lee;Katherine S. Moore
人工智能（AI）已经迅速渗透并重塑了几乎所有的生活，但在K-12学校促进人工智能素养的努力仍然有限。在如何培养教师在包容性课堂中教授人工智能素养以及教师主导的课堂实施如何影响学生方面，存在知识缺口。本文报告了一项比较研究，以调查由课堂教师教授的人工智能素养课程的有效性。实验组包括89名在正常上课时间学习人工智能素养课程的中学生。对照组由69名没有学习课程的学生组成。两组都完成了相同的前后测试。结果显示，与对照组相比，实验组学生在课程结束后对人工智能概念有了更深入的理解，对人工智能及其对未来职业的影响持更积极的态度。这表明，教师主导的课堂实施成功地使学生对人工智能有了概念上的理解。学生们在认识到人工智能如何与他们的生活相关方面取得了重大进展，并感到有能力在人工智能时代茁壮成长。总的来说，这项研究证实了准备K-12课堂教师在课堂上提供人工智能教育的潜力，以接触到不同背景的学习者，并扩大年轻学习者对人工智能素养教育的参与。
Artificial intelligence (AI) has rapidly pervaded and reshaped almost all walks of life, but efforts to promote AI literacy in K-12 schools remain limited. There is a knowledge gap in how to prepare teachers to teach AI literacy in inclusive classrooms and how teacher-led classroom implementations can impact students. This paper reports a comparison study to investigate the effectiveness of an AI literacy curriculum when taught by classroom teachers. The experimental group included 89 middle school students who learned an AI literacy curriculum during regular school hours. The comparison group consisted of 69 students who did not learn the curriculum. Both groups completed the same pre and post-test. The results show that students in the experimental group developed a deeper understanding of AI concepts and more positive attitudes toward AI and its impact on future careers after the curriculum than those in the comparison group. This shows that the teacher-led classroom implementation successfully equipped students with a conceptual understanding of AI. Students achieved significant gains in recognizing how AI is relevant to their lives and felt empowered to thrive in the age of AI. Overall this study confirms the potential of preparing K-12 classroom teachers to offer AI education in classrooms in order to reach learners of diverse backgrounds and broaden participation in AI literacy education among young learners.
展望 K-12 的人工智能：每个孩子都应该了解哪些关于人工智能的知识？
DOI：
10.1609/aaai.v33i01.33019795
发表时间：
2019
期刊：
Proceedings of the AAAI Conference on Artificial Intelligence
影响因子：
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作者：
Touretzky, David;Gardner-McCune, Christina;Martin, Fred;Seehorn, Deborah
通讯作者：
Seehorn, Deborah
AI读书俱乐部：人工智能教育创新的专业发展模式
DOI：
10.1145/3478431.3499318
发表时间：
2022
期刊：
SIGCSE Technical Symposium 2022
影响因子：
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作者：
Lee, Irene;Zhang, Helen;Moore, Kate;Zhou, Xiaofei;Perret, Beatriz;Cheng, Yihong;Zheng, Ruiying;Pu, Grace
通讯作者：
Pu, Grace
EAAI 2017 新未来人工智能教育者计划中人工智能教育的蓝天理念
DOI：
10.1145/3175502.3175509
发表时间：
2018
期刊：
AI Matters
影响因子：
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作者：
Eaton, Eric;Machado, Tiago;Williams, Tom;Koenig, Sven;Schulz, Claudia;Maurelli, Francesco;Lee, John;Eckroth, Joshua;Crowley, Mark;Freedman, Richard G.
通讯作者：
Freedman, Richard G.