인공지능에 대한 논증에서 나타나는 학생들의 생명개념 인식 탐색- 초등학생과 고등학생의 사례를 중심으로 -
Exploring Students’ Perception of Life Concept in Arguments about Artificial Intelligence- Focusing on the Case of Elementary and High School Students -
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The purpose of this study was to investigate the criteria for judging‘life’ in elementary and high school students’ arguments about artificial intelligence, and to identify potential major premise from students’ perception of life concept in arguments. From 177 elementary school students and 135 male students in second grade of high school, data were collected by using two kinds of question. The first question was true-false type question,‘Do you think AI has life?’ and the second question is open-ended question,‘Please explain why you responded like above.’ For data analysis, the collected data were divided to two categories based on whether students answer AI has life or not. Furthermore, through the case analysis, the sentence in some students’ arguments was reconstructed by syllogism. We attempted to find out what they used as the premise of reasoning. Our major findings were as follows. First, students’ life concept can be broadly divided into 8 categories, including biological interpretation on AI. And the concept of life from biological perspectives were shown more in high school students’ response than in elementary school students’ one. Second, compared to elementary students, high school students tend to argue AI is not life based on biological concepts such as cell. Third, as a result of analyzing the omitted major premise of students’ life concept, it was revealed that students tended to perceive life concepts only focusing on humans or animals.
Abstract
The purpose of this study was to investigate the criteria for judging‘life’ in elementary and high school students’ arguments about artificial intelligence, and to identify potential major premise from students’ perception of life concept in arguments. From 177 elementary school students and 135 male students in second grade of high school, data were collected by using two kinds of question. The first question was true-false type question,‘Do you think AI has life?’ and the second question is open-ended question,‘Please explain why you responded like above.’ For data analysis, the collected data were divided to two categories based on whether students answer AI has life or not. Furthermore, through the case analysis, the sentence in some students’ arguments was reconstructed by syllogism. We attempted to find out what they used as the premise of reasoning. Our major findings were as follows. First, students’ life concept can be broadly divided into 8 categories, including biological interpretation on AI. And the concept of life from biological perspectives were shown more in high school students’ response than in elementary school students’ one. Second, compared to elementary students, high school students tend to argue AI is not life based on biological concepts such as cell. Third, as a result of analyzing the omitted major premise of students’ life concept, it was revealed that students tended to perceive life concepts only focusing on humans or animals.
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