In-Service Teachers' (Mis)conceptions of Artificial Intelligence in K-12 Science Education

Autor/inn/en	Antonenko, Pavlo; Abramowitz, Brian
Titel	In-Service Teachers' (Mis)conceptions of Artificial Intelligence in K-12 Science Education
Quelle	In: Journal of Research on Technology in Education, 55 (2023) 1, S.64-78 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Antonenko, Pavlo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-1523
DOI	10.1080/15391523.2022.2119450
Schlagwörter	Elementary School Teachers; Early Childhood Teachers; Secondary School Teachers; Artificial Intelligence; Science Education; Misconceptions; Knowledge Level; Inservice Teacher Education; Preservice Teacher Education; Elementary Secondary Education; Science Teachers; Intention; Technology Integration; Accuracy; Teacher Attitudes; Ethics + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Early childhood; Early childhood education; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Künstliche Intelligenz; Naturwissenschaftliche Bildung; Missverständnis; Wissensbasis; Lehrerfortbildung; Lehramtsstudiengang; Lehrerausbildung; Science; Science teacher; Wissenschaft; Lehrerverhalten; Ethik
Abstract	Society's future depends on informed perspectives of Artificial Intelligence (AI) and AI related skills, a prognosis that greatly impacts K-12 education. To best prepare students to be AI savvy, there is a need to integrate AI tools, skills, and lessons into the K-12 curriculum. In order for teachers to develop the knowledge and skills, and have the self-efficacy for using AI in instruction, they must be well prepared and informed of what AI is (and what it is not) and its potential role in K-12 education. This study explored teachers' (mis)conceptions relative to their intentional and informal learning. Our research provides important implications for teacher preparation and in-service professional development regarding AI in our society and implementation of AI tools and processes in K-12 education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01