A systematic review on how educators teach AI in K-12 education

IF 9.6 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
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引用次数: 0

Abstract

Developing Artificial Intelligence (AI) education in K-12 contexts, i.e., teaching students about AI, is critical to promote students' AI literacy. However, the state-of-the-art of AI education is not clear enough. To this end, this study reviewed 45 high-quality empirical studies on K-12 AI education over the past decade from both research and instruction perspectives. Regarding the research design, this study revealed the relationship between publication year, sample size, learning stage, educational setting, research method, research focus and duration. Regarding the instruction design, this study revealed the relationship between learning stage, pedagogical strategy, learning tool, learning activity, learning content, assessment method and learning effect. Besides, this study also derived recommendations for research (i.e., time allocation, samples selection, longitudinal design, rigorous methodology and technical democracy) and instruction (i.e., group learning, authentic context, teacher involvement, triangular evidence and learning scaffolding). Overall, the main findings indicate that K-12 AI education has the potential to develop students’ AI literacy, which contains AI knowledge, AI affectivity, and AI thinking. However, deficiencies in research and instructional design still remain, including short durations, small sample sizes, non-standardized research methods, lack of long-term and cross-age AI curriculum, etc. This study also discussed several critical topics for future research and instruction.
关于教育工作者如何在 K-12 教育中教授人工智能的系统性综述
在 K-12 阶段开展人工智能(AI)教育,即向学生传授人工智能知识,对于提升学生的人工智能素养至关重要。然而,人工智能教育的现状还不够清晰。为此,本研究从研究和教学两个角度回顾了近十年来有关 K-12 人工智能教育的 45 项高质量实证研究。在研究设计方面,本研究揭示了发表年份、样本量、学习阶段、教育环境、研究方法、研究重点和持续时间之间的关系。在教学设计方面,本研究揭示了学习阶段、教学策略、学习工具、学习活动、学习内容、评价方法和学习效果之间的关系。此外,本研究还对研究(即时间分配、样本选择、纵向设计、严谨方法和技术民主)和教学(即小组学习、真实情境、教师参与、三角证据和学习支架)提出了建议。总之,主要研究结果表明,K-12人工智能教育具有培养学生人工智能素养的潜力,其中包括人工智能知识、人工智能情感和人工智能思维。然而,在研究和教学设计方面仍存在不足,包括持续时间短、样本量小、研究方法不规范、缺乏长期和跨年龄段的人工智能课程等。本研究还讨论了未来研究和教学的几个关键议题。
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来源期刊
Educational Research Review
Educational Research Review EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
19.40
自引率
0.90%
发文量
53
审稿时长
57 days
期刊介绍: Educational Research Review is an international journal catering to researchers and diverse agencies keen on reviewing studies and theoretical papers in education at any level. The journal welcomes high-quality articles that address educational research problems through a review approach, encompassing thematic or methodological reviews and meta-analyses. With an inclusive scope, the journal does not limit itself to any specific age range and invites articles across various settings where learning and education take place, such as schools, corporate training, and both formal and informal educational environments.
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