An Action Research Report from a Multi-Year Approach to Teaching Artificial Intelligence at the K-6 Level

Heinze, Clinton; Haase, Janet; Higgins, Helen

doi:10.1609/aaai.v24i3.18830

Cited by 34 publications

(27 citation statements)

References 7 publications

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“…(Dilger 2005)). Common approaches at school level like (Heinze, Haase, and Higgins 2010;Fok and Ong 1996) only deal with some selected aspects of AI (e.g. history, Turing Test, chat bots, neural networks etc.)…”

Section: Introductionmentioning

confidence: 99%

IRobot: Teaching the Basics of Artificial Intelligence in High Schools

Burgsteiner¹,

Kandlhofer

Steinbauer

2016

AAAI

124

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Profound knowledge about Artificial Intelligence (AI) will become increasingly important for careers in science and engineering. Therefore an innovative educational project teaching fundamental concepts of AI at high school level will be presented in this paper. We developed an AI-course covering major topics (problem solving, search, planning, graphs, datastructures, automata, agent systems, machine learning) which comprises both theoretical and hands-on components. A pilot project was conducted and empirically evaluated. Results of the evaluation show that the participating pupils have become familiar with those concepts and the various topics addressed. Results and lessons learned from this project form the basis for further projects in different schools which intend to integrate AI in future secondary science education.

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Section: Introductionmentioning

confidence: 99%

IRobot: Teaching the Basics of Artificial Intelligence in High Schools

Burgsteiner¹,

Kandlhofer

Steinbauer

2016

AAAI

124

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show abstract

“…Published studies on AI curricula in K-12 classrooms date back to at least 2010, with the majority of the work being published in the past 3 years (Heinze, Haase, and Higgins 2010;Long and Magerko 2020). In the United States of America, the AI4K12 initiative outlined national guidelines on what every K-12 student should understand about AI.…”

Section: Background Ai Educationmentioning

confidence: 99%

Teacher Perspectives on How To Train Your Robot: A Middle School AI and Ethics Curriculum

Williams

Kaputsos

Breazeal

2021

AAAI

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To enable a diverse citizenry to fully participate in future society, we must prepare all students to construct and critique emerging technologies like Artificial Intelligence (AI). Classrooms are important spaces to teach students these skills, however there are few AI curricula that have been developed for and used by K-12 teachers. We developed the \textit{How to Train Your Robot: AI and Ethics Curriculum} for middle school teachers who want to introduce AI to their students. This paper describes the curriculum and professional development we used to prepare teachers to run a five-day AI course. Before and after they ran the curriculum, we interviewed teachers to understand their opinions on pedagogical approaches to teaching AI, meeting students' needs, and the feasibility of doing the activities in the classroom. Our results indicate that, with appropriate training, even teachers who were new to computer science felt prepared and successfully engaged their students in the topic. We hope our insights will inform future efforts to realize AI education in primary and secondary classrooms.

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“…At the same time, we face an acute shortage of workers with AI expertise (McKendrick 2020;Zwetsloot, Heston, and Arnold 2019), suggesting a need for expanded academic and career pathways to counter the present workforce shortage. Accordingly, there is growing recognition of the importance of building AI literacy with K-12 youth, and a number of research efforts in the past ten years have investigated approaches and provided guidelines aimed at incorporating AI concepts into curricula for K-12 youth (Heinze, Haase, and Higgins 2010;Long and Magerko 2020;Touretzky et al 2019). While technical knowledge is necessary to build AI systems, it is insufficient for understanding who will be impacted by the system and how, or for considering why and whether an AI system should be built in the first place.…”

Section: Introductionmentioning

confidence: 99%

Authentic Integration of Ethics and AI through Sociotechnical, Problem-Based Learning

Krakowski

Greenwald

Hurt

et al. 2022

AAAI

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Growing awareness of both the demand for artificial intelligence (AI) expertise and of the societal impacts of AI systems has led to calls to integrate learning of ethics alongside learning of technical skills in AI courses and pathways. In this paper, we discuss our experiences developing and piloting the TechHive:AI curriculum for high school youth that integrates AI ethics and technical learning. The design of the curriculum was guided by the following pedagogical goals: (1) to respond to the capacity-building need for critical sociotechnical competencies in AI workforce pathways; and (2) to broaden participation in AI pathways through intentional instructional design to center equity in learning experiences. We provide an overview of the 30-hour learning sequence’s instructional design, and our “4D Framework,” which we use as a heuristic to help students conceptualize and inspect AI systems. We then provide a focused description of one of three 8-hour modules that make up the sequence. Finally, we present evidence of promise from an exploratory study of TechHive:AI with a small sample of students, and discuss insights from implementation, including from our use of established resources for AI learning within the learning sequence as well as those created by our team.

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An Action Research Report from a Multi-Year Approach to Teaching Artificial Intelligence at the K-6 Level

Cited by 34 publications

References 7 publications

IRobot: Teaching the Basics of Artificial Intelligence in High Schools

IRobot: Teaching the Basics of Artificial Intelligence in High Schools

Teacher Perspectives on How To Train Your Robot: A Middle School AI and Ethics Curriculum

Authentic Integration of Ethics and AI through Sociotechnical, Problem-Based Learning

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