Educational Research Review最新文献_第9页

A meta-analysis of the correlation between professional learning communities and teachers’ efficacy beliefs 专业学习社群与教师效能感信念相关的元分析

IF 9.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2025-02-01 Epub Date: 2024-12-19 DOI: 10.1016/j.edurev.2024.100660

Shengnan Liu , Yuning Wang , Hongbiao Yin

A burgeoning body of literature has explored the correlation between professional learning communities (PLCs) and teachers' efficacy beliefs (TEB). However, the findings are inconsistent, posing challenges to both theoretical understanding and practical implications of the roles of PLCs in education. Adopting a meta-analytical approach, this study synthesized data from 44 independent samples (N = 38,669) to investigate the correlation between PLCs and TEB. Our analysis revealed a statistically significant positive correlation (r = .40) overall. Furthermore, our analysis of relative weights highlighted notable variability in the significance of different dimensions of PLC, with a predominant emphasis on collective focus on student learning (31.76%) and reflective dialog (24.26%) as the primary contributors to TEB. Our findings also showed that PLCs exhibited a stronger correlation with teachers’ collective efficacy beliefs (TCEB) than with self-efficacy beliefs (TSEB). The study also identified the moderating effects of certain cultural dimensions, such as power distance and collectivism, on the correlation between PLCs and TEB. We found that PLCs had a stronger positive correlation to TEB in societies with high power distance and low individualism compared to those with low power distance and high individualism. These results consolidate existing research findings of PLCs, and provide directions for further inquiries to advance the understanding of and research into PLCs.

越来越多的文献探讨了专业学习社区（plc）与教师效能信念（TEB）之间的关系。然而，研究结果并不一致，这对plc在教育中的作用的理论理解和实践意义都提出了挑战。采用荟萃分析方法，本研究综合了44个独立样本（N = 38,669）的数据，以研究plc与TEB之间的相关性。我们的分析显示，总体上有统计学意义的正相关（r = 0.40）。此外，我们对相对权重的分析突出了PLC不同维度的显著差异，主要强调集体关注学生学习（31.76%）和反思性对话（24.26%）是TEB的主要贡献者。我们的研究结果还显示，plc与教师集体效能信念（TCEB）的相关性强于与自我效能信念（TSEB）的相关性。该研究还确定了某些文化维度，如权力距离和集体主义，对plc和TEB之间的相关性的调节作用。我们发现，与低权力距离和高个人主义社会相比，高权力距离和低个人主义社会的plc与TEB有更强的正相关。这些结果巩固了plc的现有研究成果，并为进一步的调查提供了方向，以促进对plc的理解和研究。

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引用次数: 0

Using learning progress monitoring to promote academic performance? A meta-analysis of the effectiveness 利用学习进度监控提高学习成绩？有效性的荟萃分析

IF 9.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2025-02-01 Epub Date: 2024-11-12 DOI: 10.1016/j.edurev.2024.100648

Amelie Fuchs, Anika Radkowitsch, Daniel Sommerhoff

Individualised learner-centred teaching requires the continuous monitoring of students’ individual learning progress. A promising approach that uses recurrent short tests to measure individual learning progress and report the progress to teachers (and students) is learning progress monitoring (LPM). Although some findings suggest that LPM may positively impact student performance, there is also a large heterogeneity in prior results. The present meta-analysis examines the conditions under which LPM effectively improves students’ academic performance compared to business-as-usual instruction. We included 87 effect sizes from 25 studies published before June 2024, including a total of 7,379 students. These studies show a small positive effect (g = 0.30) of LPM on students’ reading, writing, and mathematics performance. Moderator analyses showed that the effect of LPM on academic performance was greater when (i) ongoing consultation was provided for teachers during the implementation of LPM and (ii) teachers received data-specific support on how to adjust their teaching. Moreover, our findings suggest that LPM tests should be administered at least weekly to be effective. Overall, our results show that LPM is well suited to addressing the challenges of student heterogeneity for students with and without educational needs. However, further research is needed to investigate in more detail the mechanisms underlying the effectiveness of LPM, particularly concerning the specific content and the extent of the support that needs to be provided to teachers to maximise the potential of LPM.

个性化的以学习者为中心的教学需要持续监测学生的个人学习进展。学习进度监测（LPM）是一种很有前途的方法，它使用周期性的短测试来衡量个人的学习进度，并向教师（和学生）报告进度。虽然一些研究结果表明LPM可能会积极影响学生的表现，但在先前的结果中也存在很大的异质性。本荟萃分析考察了与常规教学相比，LPM有效提高学生学习成绩的条件。我们纳入了来自2024年6月之前发表的25项研究的87个效应量，共包括7379名学生。这些研究表明，LPM对学生的阅读、写作和数学表现有一个小的积极影响（g = 0.30）。主持人分析显示，当(i)在实施LPM期间为教师提供持续的咨询和（ii）教师获得关于如何调整教学的具体数据支持时，LPM对学习成绩的影响更大。此外，我们的研究结果表明，LPM测试应至少每周进行一次才能有效。总的来说，我们的研究结果表明，LPM非常适合解决学生异质性的挑战，无论是有教育需求的学生还是没有教育需求的学生。然而，需要进一步的研究来更详细地调查LPM有效性的机制，特别是关于需要向教师提供的具体内容和支持程度，以最大限度地发挥LPM的潜力。

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引用次数: 0

Exploration of domains of educational purpose in K-12 data literacy education research K-12数据素养教育研究中教育目的域的探索

IF 9.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2025-02-01 Epub Date: 2024-12-25 DOI: 10.1016/j.edurev.2024.100663

Janne Fagerlund, Lauri Palsa, Pekka Mertala

Digital data have an increasingly prominent role in various life sectors, ushering in an importance for data literacy education (DLE) in schools. To better understand the versatile educational purposes in this multifaceted topic for students' well-rounded development, this paper presents an in-depth scrutiny into “what DLE is for” in K-12 education. We utilized Gert Biesta's (2009) holistic account of “good education”, which brings together three interconnected domains—becoming equipped with skills (qualification), becoming a part of social orders (socialization), and becoming the subject of one's own life (subjectification)—to examine prior DLE research and explore how such domains of educational purpose have been portrayed in different ways. Our analysis shows that while there is some need for clarifying meanings of the expressed purposes of DLE, there are recognizable educational goals focused on cultivating data savvy students for present and future societal roles, most notably data-centric professions and coping in everyday data environments. Aims of gaining personal value from data and empowering students for critical engagement with data(fication) were also present to complement DLE in terms of its more subjectification-oriented viewpoints. Overall, intriguing meanings, synergies, and cross-pressures can be identified, calling for the recognition of the pluralistic approaches and cultivation of balance in them to holistically educate students to exist in and with the data-rich world. Further investigations and fundamental discussions about educational emphases in DLE research as well as informed engagement in them in local educational decision-making are encouraged.

数字数据在生活的各个领域中发挥着越来越突出的作用，学校的数据素养教育显得尤为重要。为了更好地理解学生全面发展这一多方面主题的多种教育目的，本文对K-12教育中的“DLE是什么”进行了深入的审查。我们利用Gert Biesta（2009）对“良好教育”的整体描述，将三个相互关联的领域——成为技能的装备（资格），成为社会秩序的一部分（社会化），成为自己生活的主体（主体化）——结合在一起，检查先前的DLE研究，并探索这些教育目的领域是如何以不同的方式被描绘出来的。我们的分析表明，虽然有必要澄清DLE所表达的目的的含义，但有一些可识别的教育目标侧重于培养精通数据的学生，以适应当前和未来的社会角色，尤其是以数据为中心的职业和应对日常数据环境。从数据中获得个人价值和赋予学生批判性地参与数据（化）的目标也被提出，以补充DLE更主体化的观点。总的来说，可以确定有趣的意义，协同作用和交叉压力，要求承认多元方法并培养其中的平衡，以全面教育学生在数据丰富的世界中生存并与之共存。鼓励进一步调查和基本讨论DLE研究的教育重点，以及在当地教育决策中知情参与。

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引用次数: 0

Does combining real and virtual experiments improve learning achievement in physics? Evidence from a meta-analysis (2001–2021) 将真实实验与虚拟实验相结合能提高物理学习成绩吗？来自荟萃分析的证据（2001-2021）

IF 9.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2025-02-01 Epub Date: 2024-12-16 DOI: 10.1016/j.edurev.2024.100661

Xiao-Ming Wang , Xiao-Han Yu , Dan-dan Yu , Gwo-Jen Hwang , Min Lan

In physical experiment teaching, real experiments can provide students with practical experience and foster their operation concepts and skills, but the efficiency is low and many uncertain factors exist. In comparison, virtual experiments can visualize abstract concepts and improve the success rate of the experiments, but they cannot provide students with real experience or sufficient training of their operation ability. Because of the unique advantages that can be derived from combining the two, combining real and virtual experiments (CRVE) is gradually becoming more widely used in physics teaching. Although much empirical research has been carried out to assess learning achievement in CRVE, few studies have comprehensively investigated the statistical combination of the results from multiple studies regarding learning achievement in CRVE. Therefore, a meta-analysis was conducted in the present study to analyze 27 independent experimental studies after pre-selecting 4523 journal papers published between 2001 and 2021 to systematically examine the effects of CRVE on learning achievement. The findings show that CRVE contributes positively to learning achievement in physics courses compared to real experiments (ES = 0.66). In addition, subgroup analyses revealed that study results are influenced by three moderating variables: physics themes, sample size, and CRVE sequence. We found that learning more complex and abstract physical concepts is more conducive to the strengths of CRVE. Meanwhile, CRVE works best in small-scale courses; among all sequences, the CRVE sequence designed based on the theoretical framework is the most effective in terms of enhancing learning achievement. Finally, some suggestions are made for the application and study of CRVE in the teaching of physics based on the findings of the study.

在物理实验教学中，真实的实验可以为学生提供实践经验，培养学生的操作理念和技能，但效率较低，存在许多不确定因素。相比之下，虚拟实验可以将抽象概念可视化，提高实验成功率，但不能给学生提供真实的体验，也不能充分训练学生的操作能力。由于虚拟与真实相结合的独特优势，虚拟与真实相结合的实验在物理教学中得到了越来越广泛的应用。虽然已经有很多实证研究对CRVE学习成就进行了评估，但很少有研究对CRVE学习成就的多项研究结果的统计组合进行全面的研究。因此，本研究对2001年至2021年间发表的4523篇期刊论文进行meta分析，对27项独立实验研究进行分析，系统考察CRVE对学习成绩的影响。研究结果表明，与真实实验相比，CRVE对物理课程学习成绩有积极的促进作用（ES = 0.66）。此外，亚组分析显示，研究结果受到三个调节变量的影响：物理主题、样本量和CRVE序列。我们发现学习更复杂和抽象的物理概念更有利于发挥CRVE的优势。同时，CRVE在小规模课程中效果最好；在所有序列中，基于理论框架设计的CRVE序列在提高学习成绩方面是最有效的。最后，根据研究结果，对CRVE在物理教学中的应用和研究提出了一些建议。

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引用次数: 0

Stimulating teachers’ equity literacy through drama and theatre-based work forms: A systematic review 通过戏剧和戏剧形式激发教师公平素养：系统回顾

IF 9.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2025-02-01 Epub Date: 2025-01-02 DOI: 10.1016/j.edurev.2025.100664

Alie Meedendorp, Marjolein Irene Deunk

As classrooms are becoming increasingly diverse, teachers often find themselves in a prominent position within initiatives to provide a safe learning environment with equal opportunities for every student in the classroom. This requires preparation for diversity and inclusion within teacher education. This systematic review explores the use of drama and theatre-based work forms in pre-service and in-service teacher education to elicit critical reflection among teachers, as a means to prepare them for the diverse classroom. A comprehensive search in electronic databases resulted in 26 eligible articles that were analysed using Gorski's equity literacy approach (2016) as a framework. Various drama and theatre-based work forms emerged from the data. The drama and theatre-based work forms could be categorised as work forms focused on embodiment, prompted drama, stepping in, and collective play building. The equity-related outcomes for teachers involved skills and competences such as empathy, perspective-taking and collaboration, shifts in attitude regarding diversity and inclusion, as well as advocacy and willingness to teach for social justice. The findings suggest that drama and theatre-based work forms can enhance teachers' equity literacy skills, or prerequisites to those skills, and, consequently, can be applied in pre-service and in-service teacher professional development aiming at educational justice.

随着课堂变得越来越多样化，教师往往发现自己在主动为课堂上的每个学生提供一个安全的学习环境和平等的机会方面处于突出地位。这需要为教师教育中的多样性和包容性做好准备。这篇系统的评论探讨了在职前和在职教师教育中使用戏剧和戏剧为基础的工作形式，以引起教师的批判性反思，作为他们为多样化课堂做好准备的一种手段。在电子数据库中进行全面搜索，得出26篇符合条件的文章，并使用Gorski的公平素养方法（2016）作为框架进行分析。从这些数据中出现了各种各样的戏剧和戏剧形式。戏剧和戏剧为基础的工作形式可以分为体现形式、提示戏剧形式、介入形式和集体戏剧形式。对教师而言，与公平相关的结果涉及同理心、换位思考和协作等技能和能力，对多样性和包容性的态度转变，以及倡导和愿意为社会正义而教书。研究结果表明，戏剧和基于戏剧的工作形式可以提高教师的公平素养技能，或这些技能的先决条件，因此可以应用于以教育公正为目标的职前和在职教师专业发展。

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引用次数: 0

Personalization through adaptivity or adaptability? A meta-analysis on simulation-based learning in higher education 通过适应性还是适应性来实现个性化？高等教育模拟学习的元分析

IF 9.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2025-02-01 Epub Date: 2024-12-17 DOI: 10.1016/j.edurev.2024.100662

Olga Chernikova , Daniel Sommerhoff , Matthias Stadler , Doris Holzberger , Michael Nickl , Tina Seidel , Enkelejda Kasneci , Stefan Küchemann , Jochen Kuhn , Frank Fischer , Nicole Heitzmann

This meta-analysis builds on 217 empirical studies in higher education and investigates the role of the different forms of adaptivity and adaptability as personalization strategies in simulation-based learning environments for complex skills in higher education. The strategies used to personalize scaffolding and task progression were the central point in this meta-analysis. We identified conditions under which personalization advances complex skills in higher education. The results indicate that whereas adaptivity (i.e., computer makes decisions) is more effective for scaffolding, adaptability (the decisions made by individual learners) seem more beneficial for task progression. We conclude that adaptivity and adaptability can be effectively used to personalize simulation-based learning environments in higher education to better address needs of learners with different learning needs. We also discuss the potential of artificial intelligence for empowering personalization in simulation-based learning.

本meta分析建立在217项高等教育实证研究的基础上，探讨了不同形式的适应性和适应性在高等教育复杂技能模拟学习环境中作为个性化策略的作用。用于个性化脚手架和任务进展的策略是本meta分析的中心点。我们确定了个性化在高等教育中提高复杂技能的条件。结果表明，虽然适应性（即计算机做出决定）对脚手架更有效，适应性（学习者个人做出的决定）似乎更有利于任务进展。本文认为，适应性和适应性可以有效地用于高等教育中基于模拟的个性化学习环境，以更好地满足不同学习需求的学习者的需求。我们还讨论了人工智能在基于模拟的学习中赋予个性化的潜力。

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引用次数: 0

Features of digital media which influence social interactions between adults and children aged 2–7 years during joint media engagement: A multi-level meta-analysis 数字媒体特征对2-7岁成人与儿童在联合媒体参与中社会互动的影响：一项多层次元分析

IF 9.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2025-02-01 Epub Date: 2025-01-19 DOI: 10.1016/j.edurev.2025.100665

Sandra J. Mathers, Pinar Kolancali, Fiona Jelley, Daniela Singh, Alex Hodgkiss, Sophie A. Booton, Lars-Erik Malmberg, Victoria A. Murphy

This study reviewed research on the features of digital media (e.g. apps, e-books) which influence interactions between adults and children aged 2–7 years when using these media together. We focused on interactions which support child learning, particularly oral language development. We used robust variance estimation to conduct multilevel meta-analyses of 15 experimental studies (n = 627 parent–child pairs; k = 190 effects). Findings suggest that digital design can shape adult-child interactions (g = 0.56, k = 170), particularly the quality of parental language input (g = 1.1, k = 86). Embedding conversation prompts into e-books showed particular promise (g = 0.84–0.99, k = 58–74). Though small in scope, this study offers direction for media design and research and indicates promise for low-cost intervention via digital design. However, it also indicates a need for more robust and well-powered research to inform design, practice and policy. In particular, better evidence is needed to establish whether the benefits identified for adult-child interaction translate into benefits for wider child and adult outcomes.

本研究回顾了数字媒体（如应用程序、电子书）的特征，这些特征会影响2-7岁儿童在一起使用这些媒体时的互动。我们专注于支持儿童学习的互动，特别是口语的发展。我们采用稳健方差估计对15项实验研究(n = 627对亲子对；K = 190效应)。研究结果表明，数字设计可以塑造成人与儿童的互动（g = 0.56, k = 170），特别是父母语言输入的质量（g = 1.1, k = 86）。在电子书中嵌入对话提示显示出特别的前景（g = 0.84-0.99, k = 58-74）。虽然本研究范围小，但为媒体设计和研究提供了方向，并表明了通过数字设计进行低成本干预的希望。然而，这也表明需要更有力的研究来为设计、实践和政策提供信息。特别是，需要更好的证据来确定成人-儿童互动的益处是否转化为更广泛的儿童和成人结果的益处。

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引用次数: 0

Translating neuroscience to early childhood education: A scoping review of neuroscience-based professional learning for early childhood educators 将神经科学转化为幼儿教育：基于神经科学的幼儿教育专业学习范围综述

IF 9.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2024-11-01 Epub Date: 2024-10-04 DOI: 10.1016/j.edurev.2024.100644

Kerryann Walsh , Lyra L'Estrange , Rhiannon Smith , Tanya Burr , Kate E. Williams

Over the past 20 years there has been a growing international focus within early childhood education sectors on the potential benefits of neuroscience-informed approaches. This has resulted in a burgeoning of initiatives that draw upon neuroscience to influence early childhood educator practice and, in turn, children's learning and development. This study reports an international scoping review of professional learning programs for early childhood educators that are based on the translation of neuroscience research to practice. A total of 15 studies were included with the professional learning approaches documented variously aiming to build educator knowledge, support educators to embed specific practices, and/or deliver a structured intervention with children. There were largely positive reports across studies of boosts in educator knowledge, attitudes, confidence, and self-efficacy in relation to neuroscience. In several studies, educators also reported changes to their practice, improvements in the quality of their relationships with children, and reduced stress levels. Child outcomes were less often reported, with two of the three studies reporting these documenting enhanced child social-emotional development from delivery of a specific intervention by educators. Implementation fidelity was an important aspect with high fidelity linked with better documented outcomes. Overall, the robustness of the evidence for neuroscience-based professional learning for early childhood educators is mixed, with the majority of included studies not including a comparison group, and thus causality cannot be claimed. We propose a theory of change model for this field of work, and note the current limited research focussed on outcomes beyond initial changes in educator attitudes and knowledge. There is potential for design of more comprehensive approaches to embed neuroscience in early childhood education. Future scaling up of effective programs, and design of new ones, requires deeper understanding of program implementation and points to the need for comprehensive evaluations incorporating both process and outcomes assessment.

在过去的 20 年里，国际幼儿教育界越来越关注神经科学方法的潜在益处。因此，利用神经科学来影响幼儿教育工作者的实践，进而影响儿童的学习和发展的举措层出不穷。本研究报告对基于神经科学研究转化为实践的幼儿教育工作者专业学习计划进行了国际范围的综述。本研究共纳入了 15 项研究，所记录的专业学习方法旨在培养教育者的知识、支持教育者嵌入特定实践和/或对儿童进行结构化干预。在各项研究中，教育工作者在神经科学方面的知识、态度、信心和自我效能都有了很大程度的提高。在几项研究中，教育工作者还报告了他们在实践中的变化、与儿童关系质量的改善以及压力水平的降低。儿童成果的报告较少，三项研究中有两项报告了教育工作者通过实施特定干预措施促进儿童社会情感发展的情况。实施的保真度是一个重要方面，高保真度与更好的成果记录相关。总体而言，有关幼儿教育工作者基于神经科学的专业学习的证据的稳健性参差不齐，所纳入的大多数研究都不包括对比组，因此不能断言因果关系。我们为这一领域的工作提出了一个变化理论模型，并注意到目前除了教育者态度和知识的初步变化外，对成果的研究还很有限。我们有潜力设计出更全面的方法，将神经科学融入幼儿教育。未来要推广有效的计划和设计新的计划，需要对计划的实施有更深入的了解，并指出需要进行综合评估，既包括过程评估，也包括结果评估。

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引用次数: 0

A meta-analysis of the correlation between teacher self-efficacy and teacher resilience: Concerted growth and contextual variance 教师自我效能感与教师复原力之间相关性的元分析：协同成长与环境差异

IF 9.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2024-11-01 Epub Date: 2024-10-28 DOI: 10.1016/j.edurev.2024.100645

Guanglun Michael Mu , Danielle Gordon , Jingjing Liang , Liting Zhao , Roxana Aguilar Alonso , M. Zahid Juri , Xuechen Zhang , Hoi Vo , Danwei Gao , Yating Hu , Congcong Xing

The relationship between teacher self-efficacy (TSE) and teacher resilience (TR) is a bourgeoning area of study in teacher education research. This meta-analysis is the first of its kind to synthesise ‘fragmented’ quantitative evidence on the correlation between the two constructs. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, a total of 21 studies were included in the meta-analysis, encompassing a sample of 6022 pre-service and in-service teachers across different national settings. The random-effects model yielded a statistically significant, positive, moderate correlation between TSE and TR (r = .49). Follow-up subgroup meta-analysis revealed the variability in the effect sizes between studies conducted in Asia, Europe, the Caribbean, and North America. No statistically significant variability in the effect sizes was found between pre-service and in-service teacher samples or between studies using different measures of resilience and self-efficacy. This meta-analysis provides insights into fostering the ‘concerted growth’ in TSE and TR through initial teacher education and ongoing professional development. These insights offer a productive response to the challenging teaching profession.

教师自我效能感（TSE）与教师抗挫折能力（TR）之间的关系是教师教育研究中一个蓬勃发展的研究领域。本荟萃分析首次综合了有关这两个概念之间相关性的 "零散 "定量证据。根据系统综述和荟萃分析首选报告项目（PRISMA）指南，共有 21 项研究被纳入荟萃分析，涵盖了 6022 名不同国家背景下的职前和在职教师样本。随机效应模型显示，TSE 与 TR 之间存在显著的正相关性（r = 0.49）。后续的分组荟萃分析显示，在亚洲、欧洲、加勒比海地区和北美洲进行的研究之间的效应大小存在差异。在职前和在职教师样本之间，以及使用不同抗逆力和自我效能测量方法的研究之间，均未发现有统计学意义的效应大小差异。这项荟萃分析为通过初始教师教育和持续的专业发展来促进 TSE 和 TR 的 "协同增长 "提供了启示。这些见解为应对教师职业的挑战提供了富有成效的对策。

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引用次数: 0

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

IF 9.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2024-11-01 Epub Date: 2024-10-04 DOI: 10.1016/j.edurev.2024.100642

Xiaofan Liu, Baichang Zhong

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.

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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引用次数: 0