The main goal of the study was to explore the existing knowledge and perceptions of AI among upper elementary students and their teachers to inform the development of an AI curriculum for young learners.
Methods: The research employed a two-phased qualitative design. Initially, ten fourth-grade students were interviewed to assess their understanding of AI. Subsequently, three teachers were interviewed to reflect on students' knowledge and discuss potential curriculum development based on these insights.
Key Findings:
- Students generally perceive AI as involving programming and coding, with many associating AI with digital assistants like Siri and Alexa.
- Teachers recognized the need to expand students' understanding beyond basic programming to include concepts like machine learning and AI decision-making.
- Both students and teachers identified ethical considerations of AI, highlighting both positive and negative impacts.
Implications: The findings underscore the importance of using students' existing knowledge as a foundation for AI education. By engaging teachers in curriculum co-design, the study contributes to the development of AI literacy in elementary education, preparing students for a future where AI is ubiquitous.Limitations: The study's limitations include a small sample size and potential biases in teacher and student self-reports. The findings may not be generalizable to all educational contexts.
Future Directions: Future research should focus on expanding the study to include a more diverse range of participants and exploring long-term impacts of AI education in elementary settings. Additionally, developing specific learning trajectories and standards for young learners in AI education is recommended.
Title and Authors: "Lessons Learned for AI Education with Elementary Students and Teachers" by Anne Ottenbreit-Leftwich, Krista Glazewski, Minji Jeon, Katie Jantaraweragul, Cindy E. Hmelo-Silver, Adam Scribner, Seung Lee, Bradford Mott, and James Lester.
Published On: September 14, 2022
Published By: International Journal of Artificial Intelligence in Education