{"title":"Artificial intelligence: Tool or teammate?","authors":"Brayan Díaz, Cesar Delgado","doi":"10.1002/tea.21993","DOIUrl":null,"url":null,"abstract":"<p>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 <i>mutual engagement</i> 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.</p>","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}
引用次数: 0
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.
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.
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