人工智能：工具还是队友？

IF 3.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research in Science Teaching Pub Date : 2024-10-16 DOI:10.1002/tea.21993

Brayan Díaz, Cesar Delgado

{"title":"人工智能：工具还是队友？","authors":"Brayan Díaz, Cesar Delgado","doi":"10.1002/tea.21993","DOIUrl":null,"url":null,"abstract":"Artificial intelligence (AI) technologies generate increasingly sophisticated non-human cognition; however, foundational learning theories only contemplate human cognition, and current research conceptualizes AI as a pedagogical tool. We argue that the incipient abilities of AI for mutual engagement with people could allow AI to participate as a legitimate member in social constructivist learning environments and suggest some potential structures and activities to explore AI's capabilities for full participation.","PeriodicalId":48369,"journal":{"name":"Journal of Research in Science Teaching","volume":"61 10","pages":"2575-2584"},"PeriodicalIF":3.6000,"publicationDate":"2024-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Artificial intelligence: Tool or teammate?\",\"authors\":\"Brayan Díaz, Cesar Delgado\",\"doi\":\"10.1002/tea.21993\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Artificial intelligence (AI) technologies generate increasingly sophisticated non-human cognition; however, foundational learning theories only contemplate human cognition, and current research conceptualizes AI as a pedagogical tool. We argue that the incipient abilities of AI for mutual engagement with people could allow AI to participate as a legitimate member in social constructivist learning environments and suggest some potential structures and activities to explore AI's capabilities for full participation.\",\"PeriodicalId\":48369,\"journal\":{\"name\":\"Journal of Research in Science Teaching\",\"volume\":\"61 10\",\"pages\":\"2575-2584\"},\"PeriodicalIF\":3.6000,\"publicationDate\":\"2024-10-16\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Research in Science Teaching\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1002/tea.21993\",\"RegionNum\":1,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Research in Science Teaching","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1002/tea.21993","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 0

摘要

人工智能（AI）技术产生了越来越复杂的非人类认知；然而，基础学习理论只考虑了人类认知，目前的研究将人工智能概念化为一种教学工具。我们认为，人工智能与人类相互接触的初期能力可以让人工智能作为合法成员参与社会建构主义学习环境，并提出了一些潜在的结构和活动，以探索人工智能全面参与的能力。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

Artificial intelligence: Tool or teammate?

Artificial intelligence (AI) technologies generate increasingly sophisticated non-human cognition; however, foundational learning theories only contemplate human cognition, and current research conceptualizes AI as a pedagogical tool. We argue that the incipient abilities of AI for mutual engagement with people could allow AI to participate as a legitimate member in social constructivist learning environments and suggest some potential structures and activities to explore AI's capabilities for full participation.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

Journal of Research in Science Teaching EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

8.80

自引率

19.60%

发文量

期刊介绍： Journal of Research in Science Teaching, the official journal of NARST: A Worldwide Organization for Improving Science Teaching and Learning Through Research, publishes reports for science education researchers and practitioners on issues of science teaching and learning and science education policy. Scholarly manuscripts within the domain of the Journal of Research in Science Teaching include, but are not limited to, investigations employing qualitative, ethnographic, historical, survey, philosophical, case study research, quantitative, experimental, quasi-experimental, data mining, and data analytics approaches; position papers; policy perspectives; critical reviews of the literature; and comments and criticism.