The main goal of the study is to investigate K-12 teachers' conceptions of teaching artificial intelligence (AI) using a phenomenographic approach, aiming to understand how these conceptions influence instructional approaches and contribute to AI education development.
Methods: The study employed a phenomenographic approach, conducting interviews with 28 in-service teachers from 17 secondary schools in Hong Kong who had implemented an AI curriculum. The interviews aimed to uncover teachers' conceptions of teaching AI, which were then categorized into six distinct conceptions.Key
Findings:
- Six categories of teacher conceptions were identified: technology bridging, knowledge delivery, interest stimulation, ethics establishment, capability cultivation, and intellectual development.
- These conceptions range from surface to deep approaches, impacting how teachers perceive and implement AI education.
- Teachers' conceptions influence their instructional strategies, highlighting the need for professional development tailored to these varying conceptions.
Limitations: The study is limited by its reliance on interview data, which may not fully capture actual teaching practices. Additionally, most participants had a STEM background, which may not represent the perspectives of non-STEM teachers.
Future Directions: Future research should include objective measures, such as classroom observations, to validate findings and explore the perspectives of non-STEM teachers. Longitudinal studies could also examine the impact of professional development on teachers' conceptions and instructional practices.T
itle and Authors: "A phenomenographic approach on teacher conceptions of teaching Artificial Intelligence (AI) in K-12 schools" by King Woon Yau, C. S. Chai, Thomas K. F. Chiu, Helen Meng, and Irwin King.
Published On: July 16, 2022
Published By: Education and Information Technologies Journal