Collaborative Research: RAPID: Integrating Culturally Relevant Project-based AI Learning into High School STEM Education

合作研究：RAPID：将文化相关的基于项目的人工智能学习融入高中 STEM 教育

• 批准号: 2333099
• 负责人: Woei Hung
• 金额: $ 4.86万
• 依托单位: University of North Dakota Main Campus
• 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: 2023-08-01 至 2024-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2333099&HistoricalAwards=false
• 关键词: Collaborative; Research; RAPID; Integrating; Culturally

The exponential expansion of artificial intelligence (AI) has created a significant demand on future AI workforce development. Several key challenges exist hindering the widespread incorporation of AI into K-12 curricula, including the lack of teacher development in AI and a comprehensive pedagogical framework for K-12 AI education. This project aims to engage high-school students from North Dakota and southern Alabama, two geographical areas with large populations from historically marginalized groups, in the learning of AI by implementing and examining a culturally relevant project-based AI-integrated learning framework. The framework connects AI learning with students' learning experiences in science, technology, engineering, and mathematics (STEM) classes, fostering the growth of their interdisciplinary problem-solving skills. To develop students' individual interest in AI, their learning is situated within the context of personal experiences. This proposal was received in response to the Dear Colleague Letter (DCL): Rapidly Accelerating Research on Artificial Intelligence in K-12 Education in Formal and Informal Settings (NSF 23-097) and 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.The project includes two components: (1) training of high-school teachers, and (2) teachers' classroom implementation. Seventeen teachers will participate in small group and individual hands-on practices, immersive workshops, reflection and discussion, and presentations. Researchers will carry out mixed-method design research examining teacher training outcome. With scaffolding and support from researchers, teachers will develop and teach AI-STEM integrated lessons in biology and pre-calculus at their own high schools in North Dakota and southern Alabama. Multimodal data collection and analysis will be used for researching the perceptual, cognitive, and kinesthetic processes about students' problem-solving skills, interdisciplinary knowledge use, and classroom participation, as well as how these processes affect students' STEM and AI learning and interest development. This research has significant potential to contribute to our knowledge on how to effectively support historically marginalized students' interest in and learning of AI.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（AI）的指数扩展对未来的AI劳动力发展产生了重大需求。 存在一些主要的挑战，阻碍了AI在K-12课程中的广泛融合，包括AI中缺乏教师发展以及K-12 AI教育的全面教学框架。该项目的目的是通过实施和研究一个基于文化相关的基于项目的AI-Ingetratied学习框架来吸引来自北达科他州和阿拉巴马州南部的高中生，这两个地理区域具有历史边缘化群体的大量人口。 该框架将AI学习与学生在科学，技术，工程和数学（STEM）课程中的学习经验联系起来，从而促进了他们的跨学科问题解决问题的能力。 为了发展学生对AI的个人兴趣，他们的学习位于个人经验的背景下。 This proposal was received in response to the Dear Colleague Letter (DCL): Rapidly Accelerating Research on Artificial Intelligence in K-12 Education in Formal and Informal Settings (NSF 23-097) and 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数学（STEM）以及信息与通信技术（ICT）职业。该项目包括两个组成部分：（1）培训高中老师，以及（2）教师的课堂实施。十七位教师将参加小组和个人实践实践，身临其境的讲习班，反思和讨论以及演讲。研究人员将进行混合方法设计研究研究教师培训结果。在研究人员的脚手架和支持下，教师将在北达科他州和阿拉巴马州南部的高中发展和教授AI-STEM融合的生物学和cal骨前课程。多模式数据收集和分析将用于研究有关学生解决问题的技能，跨学科知识的使用以及课堂参与以及这些过程如何影响学生STEM和AI学习和兴趣发展的感知，认知和动力学过程。这项研究具有巨大的潜力，可以为我们的知识做出贡献，如何有效地支持历史上边缘化的学生对AI的兴趣和学习。该奖项反映了NSF的法定任务，并被认为是值得通过基金会的知识分子和更广泛影响的评估评估的评估来支持的。