小学人工智能课程的协同建设

IF 3.9 2区工程技术 Q1 EDUCATION & EDUCATIONAL RESEARCH Journal of Engineering Education Pub Date : 2022-12-30 DOI:10.1002/jee.20503

Yun Dai, Ang Liu, Jianjun Qin, Yanmei Guo, Morris Siu-Yung Jong, Ching-Sing Chai, Ziyan Lin

{"title":"小学人工智能课程的协同建设","authors":"Yun Dai, Ang Liu, Jianjun Qin, Yanmei Guo, Morris Siu-Yung Jong, Ching-Sing Chai, Ziyan Lin","doi":"10.1002/jee.20503","DOIUrl":null,"url":null,"abstract":"The recent discussion of introducing artificial intelligence (AI) knowledge to K–12 students, like many engineering and technology education topics, has attracted a wide range of stakeholders and resources for school curriculum development. While teachers often have to directly interact with external stakeholders out of the public schooling system, few studies have scrutinized their negotiation process, especially teachers' responses to external influences, in such complex environments.","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":null,"pages":null},"PeriodicalIF":3.9000,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.20503","citationCount":"4","resultStr":"{\"title\":\"Collaborative construction of artificial intelligence curriculum in primary schools\",\"authors\":\"Yun Dai, Ang Liu, Jianjun Qin, Yanmei Guo, Morris Siu-Yung Jong, Ching-Sing Chai, Ziyan Lin\",\"doi\":\"10.1002/jee.20503\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The recent discussion of introducing artificial intelligence (AI) knowledge to K–12 students, like many engineering and technology education topics, has attracted a wide range of stakeholders and resources for school curriculum development. While teachers often have to directly interact with external stakeholders out of the public schooling system, few studies have scrutinized their negotiation process, especially teachers' responses to external influences, in such complex environments.\",\"PeriodicalId\":50206,\"journal\":{\"name\":\"Journal of Engineering Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":3.9000,\"publicationDate\":\"2022-12-30\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.20503\",\"citationCount\":\"4\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Engineering Education\",\"FirstCategoryId\":\"5\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1002/jee.20503\",\"RegionNum\":2,\"RegionCategory\":\"工程技术\",\"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 Engineering Education","FirstCategoryId":"5","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1002/jee.20503","RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 4

摘要

背景最近关于向K-12学生引入人工智能（AI）知识的讨论，就像许多工程和技术教育主题一样，吸引了广泛的利益相关者和学校课程开发资源。虽然教师经常不得不与公立学校系统之外的外部利益相关者直接互动，但很少有研究仔细研究他们在如此复杂的环境中的谈判过程，尤其是教师对外部影响的反应。目的在社会建构主义的综合理论框架下，本研究考察了教师发起的人工智能课程是如何在外部影响下构建的。研究的重点是教师在调解外部影响进入当地学校和课堂方面的观点和反应。方法对23名小学计算机科学（CS）教师进行为期3年的与人工智能课程项目相关的民族志研究。从人种学观察、教师访谈和人工制品中收集的数据，使用基于人种学、解释主义方法的开放编码和三角测量进行分析。结果教师的课程决策受到三组外部影响，包括国家教育政策的取向、合作大学的人工智能教师以及学生的媒体和技术环境。教师的情境逻辑和战略行动通过厚厚的描述进行了重构，以揭示他们如何驾驭和协商外部影响，从而在课堂和学校中满足当地的挑战和期望。结论民族志研究揭示了合作课程开发中涉及的动态和多方面的谈判，并为工程教育中的政策制定、教师教育和学生支持提供了见解。

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

微信好友朋友圈 QQ好友复制链接

本刊更多论文

Collaborative construction of artificial intelligence curriculum in primary schools

The recent discussion of introducing artificial intelligence (AI) knowledge to K–12 students, like many engineering and technology education topics, has attracted a wide range of stakeholders and resources for school curriculum development. While teachers often have to directly interact with external stakeholders out of the public schooling system, few studies have scrutinized their negotiation process, especially teachers' responses to external influences, in such complex environments.

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