Promoting the AI teaching competency of K-12 computer science teachers: A TPACK-based professional development approach
Promoting the AI teaching competency of K-12 computer science teachers: A TPACK-based professional development approach
复制标题
提升K-12计算机科学教师的人工智能教学能力：基于TPACK的专业发展方法
DOI：
10.1007/s10639-022-11256-5
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发表时间：
2022
影响因子：
5.5
通讯作者：
Yunbo Jin
中科院分区：
文献类型：
--
作者：
Junmei Sun;Hongliang Ma;Yuyi Zeng;Dong Han;Yunbo Jin
随着人工智能（AI）的快速发展，K-12计算机科学（CS）教育的需求持续增长。然而，长期缺乏训练有素的CS教师。为了提升计算机科学教师的人工智能教学能力，本研究特意设计了基于技术教学内容知识（TPACK）框架的专业发展（PD）计划。对40名在职计算机科学教师进行了为期25天（75小时）的准实验设计，考察其对人工智能教学能力的影响，包括人工智能知识、人工智能教学技能和人工智能教学自我效能。通过预测试和后测试收集定量数据，通过工件分析和半结构化访谈收集定性数据。结果表明，基于TPACK的PD项目a）显着提高了计算机科学教师的人工智能知识，特别是在表示和推理、交互和社会影响方面； b) 培养计算机科学教师的人工智能教学技能，包括人工智能教案能力和人工智能编程能力； c) 显着提高了计算机科学教师的人工智能教学自我效能感，包括人工智能教学效能信念和人工智能教学成果预期。这些发现揭示了基于 TPACK 的 PD 计划在提高 K-12 CS 教师的 AI 教学能力方面的有效性，并有助于扩展针对 CS 教师的有效 PD 设计。
With the rapid development of artificial intelligence (AI), the demand for K-12 computer science (CS) education continues to grow. However, there has long been a lack of trained CS teachers. To promote the AI teaching competency of CS teachers, a professional development (PD) program based on the technological pedagogical content knowledge (TPACK) framework was intentionally designed in this research. A quasi-experimental design with a 25-day (75-h) intervention was conducted among 40 in-service CS teachers to examine its impact on AI teaching competency, including AI knowledge, AI teaching skills, and AI teaching self-efficacy. The quantitative data were collected via a pretest and posttest, and qualitative data were collected via artifact analysis and semistructured interviews. The results indicated that the TPACK-based PD program a) significantly improved CS teachers’ AI knowledge, especially in representation and reasoning, interaction, and social impact; b) developed CS teachers’ AI teaching skills, including their AI lesson plan ability and AI programming skills; and c) significantly improved CS teachers’ AI teaching self-efficacy, both in AI teaching efficacy beliefs and AI teaching outcome expectancy. These findings revealed the effectiveness of the TPACK-based PD program in improving the AI teaching competency of K-12 CS teachers and could help to expand the design of effective PD for CS teachers.