Collaborative Research: Cultivating Tomorrow's Innovators Through Exploring Planetary Images with Artificial Intelligence

合作研究：通过人工智能探索行星图像培养明天的创新者

• 批准号: 2314155
• 负责人: Ping Wang
• 金额: $ 162.17万
• 依托单位: University of Tennessee Knoxville
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-09-01 至 2026-08-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2314155&HistoricalAwards=false
• 关键词: Collaborative; Research; Cultivating; Tomorrow; Innovators

The rapid permeation of AI into nearly all walks of life and every profession calls for innovative approaches of public AI literacy and education in all settings. This project will design, develop, and test a sequence of lessons for high school aged youth from east Tennessee that will teach them artificial intelligence concepts by using images from planetary exploration and emerging Generative AI tools to create visually appealing generative artworks and digital stories. AI concepts grounded in topics that are relevant and engaging through the lens of creative works can serve as an invitation for underrepresented and under-resourced youths to explore fields that they would not otherwise choose or have the opportunity to learn about. The project team including AI researchers and educators, STEM disciplinary experts and the broader creative works community will employ a mixture of out-of-school and online activities, integrating Planetary Science, planetary exploration, big data, creative works, and Generative AI. The works created by youths with the assistance of Generative AI and validated by scientists on planetary exploration and Planetary Science will be showcased online, at the American Museum of Science and Energy, and other public places. This Integrating Research & Practice project is funded by the Advancing Informal STEM Learning (AISL) program, which supports projects that: (a) contribute to research and practice that considers informal STEM learning's role in equity and belonging in STEM; (b) promote personal and educational success in STEM; (c) advance public engagement in scientific discovery; (d) foster interest in STEM careers; (e) create and enhance the theoretical and empirical foundations for effective informal STEM learning; (f) improve community vibrancy; and/or (g) enhance science communication and the public's engagement in and understanding of STEM and STEM processes, and co-funded by the Innovative Technology Experiences for Students and Teachers (ITEST) program, which supports projects that build understandings of practices, program elements, contexts and processes contributing to increasing students' knowledge and interest in science, technology, engineering, and mathematics (STEM) and information and communication technology (ICT) careers.Over the three-year project duration, the project will directly impact approximately 360 high school youth and will reach out to a much larger number of participants through online webinars, workshops, newsletters, and exhibits. The project will investigate four research questions: (1) How does participation in an interdisciplinary out-of-school STEM program influence high school youths' AI knowledge and skills, STEM engagement and identity, and sense of belonging to a scientific community? (2) What do youths learn about the value of their personal and cultural knowledge and skills (i.e., assets) to the local and broader community? (3) What program challenges, features, and content appear to have the greatest influence on engagement, identity, and belonging? (4) How do outcomes vary by youth demographics including gender, ethnicity, and urban/rural environment? The research will use a mixed-methods design, combining quantitative surveys with qualitative written reflections and pictures with commentary. In the final year of the project, professional development workshops will train educators to use learning materials generated from the project. Research findings produced through this work will contribute new knowledge on methods and learning designs in integrating AI, STEM and art for informal STEM education.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

人工智能迅速渗透到几乎各行各业和每个职业，需要在所有环境下进行公共人工智能素养和教育的创新方法。该项目将为田纳西州东部的高中青年设计、开发和测试一系列课程，通过使用行星探索的图像和新兴的生成人工智能工具来创建具有视觉吸引力的生成艺术作品和数字故事，从而向他们传授人工智能概念。通过创意作品的视角，基于相关且有吸引力的主题的人工智能概念可以邀请代表性不足和资源不足的年轻人探索他们不会选择或没有机会了解的领域。该项目团队包括人工智能研究人员和教育工作者、STEM学科专家和更广泛的创意作品社区，将采用校外和在线活动相结合的方式，整合行星科学、行星探索、大数据、创意作品和生成人工智能。青少年在生成人工智能的帮助下创作并经行星探索和行星科学科学家验证的作品将在美国科学与能源博物馆和其他公共场所在线展示。该整合研究与实践项目由推进非正式 STEM 学习 (AISL) 计划资助，该计划支持以下项目： (a) 促进考虑非正式 STEM 学习在 STEM 公平和归属感中的作用的研究和实践； (b) 促进 STEM 方面的个人和教育成功； (c) 促进公众参与科学发现； (d) 培养对 STEM 职业的兴趣； (e) 为有效的非正式 STEM 学习创造和加强理论和实证基础； (f) 提高社区活力； (g) 加强科学传播以及公众对 STEM 和 STEM 流程的参与和理解，并由学生和教师创新技术体验 (ITEST) 计划共同资助，该计划支持加深对实践、计划要素、背景和流程的理解的项目，有助于增加学生对科学、技术、工程和数学 (STEM) 以及信息和通信技术 (ICT) 职业的知识和兴趣。在三年的项目期限内， 该项目将直接影响大约 360 名高中青年，并将通过在线网络研讨会、讲习班、新闻通讯和展览接触到更多的参与者。该项目将调查四个研究问题：（1）参与跨学科校外 STEM 项目如何影响高中青少年的人工智能知识和技能、STEM 参与度和认同感以及对科学界的归属感？ (2) 青少年如何了解他们的个人和文化知识和技能（即资产）对当地和更广泛社区的价值？ (3) 哪些计划挑战、特点和内容似乎对参与度、身份和归属感影响最大？ (4) 结果如何因青年人口统计特征（包括性别、种族和城乡环境）而有所不同？该研究将采用混合方法设计，将定量调查与定性书面反思以及图片和评论相结合。在项目的最后一年，专业发展研讨会将培训教育工作者使用该项目生成的学习材料。通过这项工作产生的研究成果将为非正式 STEM 教育整合人工智能、STEM 和艺术的方法和学习设计提供新知识。该奖项反映了 NSF 的法定使命，并通过使用基金会的智力价值和更广泛的影响审查标准进行评估，被认为值得支持。