Developing Middle School Students' AI Literacy
Developing Middle School Students' AI Literacy
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DOI：
10.1145/3408877.3432513
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发表时间：
2021-03
期刊：
影响因子：
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通讯作者：
Irene A. Lee;Safinah Ali;Helen Zhang;Daniella DiPaola;C. Breazeal
中科院分区：
文献类型：
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作者：
Irene A. Lee;Safinah Ali;Helen Zhang;Daniella DiPaola;C. Breazeal
在这项经验报告中，我们描述了一个AI夏季研讨会，旨在使中学生成为知情的公民和AI技术的批判性消费者，并发展其基本知识和技能，以支持未来的AI-Emposepersment Epperiate Epperiated Epperiate Epperiate Epperiated Epperiate Epperiate Epperiated。该研讨会以30小时的“发展AI素养”或每日课程为特色，该课程基于有关儿童发展，道德教育和职业发展的文献。研讨会的参与者是10至14岁的学生； 87％来自茎和计算中代表性不足的组。在本文中，我们描述了在线课程，即2020年夏季同步在线研讨会期间的实施，以及有关学生成果的初步发现。我们在支持学生的参与和对AI的概念学习，对AI的态度转移，并促进了以AI支持的工人的态度，以支持学生的参与和概念学习，以支持学生的参与和概念学习，以反思我们所学到的成功和教训。最后，我们讨论了将AI教育带给STEM和计算中代表性不足小组的学生的负担和障碍。
In this experience report, we describe an AI summer workshop designed to prepare middle school students to become informed citizens and critical consumers of AI technology and to develop their foundational knowledge and skills to support future endeavors as AI-empowered workers. The workshop featured the 30-hour "Developing AI Literacy" or DAILy curriculum that is grounded in literature on child development, ethics education, and career development. The participants in the workshop were students between the ages of 10 and 14; 87% were from underrepresented groups in STEM and Computing. In this paper we describe the online curriculum, its implementation during synchronous online workshop sessions in summer of 2020, and preliminary findings on student outcomes. We reflect on the successes and lessons we learned in terms of supporting students' engagement and conceptual learning of AI, shifting attitudes toward AI, and fostering conceptions of future selves as AI-enabled workers. We conclude with discussions of the affordances and barriers to bringing AI education to students from underrepresented groups in STEM and Computing.