Use of the artificial intelligence in teaching the concept of magnetism in preschool education

Abstract

This paper presents the design, implementation, and results of a teaching intervention in a Greek kindergarten where the researcher works, highlighting the significant positive impact of artificial intelligence (AI) tools on children’s learning of the concept of Magnetism. The teaching intervention was implemented as an extension of the specific thematic unit that had already been the subject of processing in kindergarten, using STEM tools and new technologies. A total of 3 activities with AI applications were implemented, with a total duration of 8 teaching hours. The methodology was based on the experiential and interdisciplinary approach and cooperative and playful learning. The role of the kindergarten teacher was helpful and supportive during the implementation of the action and its evaluation by the children. The children worked in small groups, where their group members mainly supported them in any difficulty. Children turned to the kindergarten teacher only for issues related to technical difficulties in handling the software. The educational intervention was evaluated through presentations of each group’s work in plenary. At the end of the educational intervention, the children were asked what they liked and what they found difficult. The results of the present action are very encouraging, as the use of artificial intelligence tools particularly activated children’s participation in the whole process and worked supportively and creatively in their mental potential.