식물의 구조와 기능에 관한 인공지능 원리 기반의 생명과학 교수․학습이 과학영재아의 환경 정서 및 인공지능 소양에 미치는 영향
The Effect of ‘Structure and Function of Plants’ Life Science Lessons Integrated Artificial Intelligence Technology on Science Gifted Children’s Environmental Affect and AI Literacy
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With the impact of AI on technologies, industries, and education in society, the number of AI-integrated studies in K-12 education has increased, with most research focusing on AI-oriented education contexts. Little studies focus on the learning of disciplinary core subjects by integrating AI. This study aims to examine the feasibility of AI-integrated life science lessons on ‘Structure and Function of Plants’ and explore how it might work science gifted children’s environmental affect and AI literacy. A total of twelve elementary school students from the university-affiliated science gifted education center were involved in this study for six periods over two weeks. Quantitative data were collected through online surveys designed to inquire into children’s self-assessment at the point of previous and shortly after the lesson participation. Then the data were analyzed by Kolmogorov-Smirnov test and Wilcoxon signed rank test. It was found that the science-gifted students increased their environmental affect after the AI-integrated life science lessons, but the program had no significant effects on the learners’ AI literacy. This study suggests that the AI-integrated life science lessons on ‘Structure and Function of Plants’ are potentially effective in promoting the environmental affect of elementary school students. Further research is needed to develop subject-core-based AI-integrated programs considering learner variables and technological supports.
Abstract
With the impact of AI on technologies, industries, and education in society, the number of AI-integrated studies in K-12 education has increased, with most research focusing on AI-oriented education contexts. Little studies focus on the learning of disciplinary core subjects by integrating AI. This study aims to examine the feasibility of AI-integrated life science lessons on ‘Structure and Function of Plants’ and explore how it might work science gifted children’s environmental affect and AI literacy. A total of twelve elementary school students from the university-affiliated science gifted education center were involved in this study for six periods over two weeks. Quantitative data were collected through online surveys designed to inquire into children’s self-assessment at the point of previous and shortly after the lesson participation. Then the data were analyzed by Kolmogorov-Smirnov test and Wilcoxon signed rank test. It was found that the science-gifted students increased their environmental affect after the AI-integrated life science lessons, but the program had no significant effects on the learners’ AI literacy. This study suggests that the AI-integrated life science lessons on ‘Structure and Function of Plants’ are potentially effective in promoting the environmental affect of elementary school students. Further research is needed to develop subject-core-based AI-integrated programs considering learner variables and technological supports.
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