Using Lessons from History to Guide the Implementation of AI in Science Education.
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| Title: | Using Lessons from History to Guide the Implementation of AI in Science Education. |
|---|---|
| Authors: | Hadley-Hulet, Aria (AUTHOR) ahadleyhulet@gmail.com, Ellis, Marc (AUTHOR), Moore, Austin (AUTHOR), Lehnardt, Emily (AUTHOR), Longhurst, Max (AUTHOR) |
| Source: | Science Teacher. 2024, Vol. 91 Issue 2, p29-34. 6p. |
| Subject Terms: | *Science education, *Artificial intelligence, *Student-centered learning, *Blended learning, *Historical source material |
| Abstract: | The purpose of this position paper is to describe a historical timeline of science education. Using historical documents and current science education research, the authors create an evolutionary description of science education changes over time and how these shifts could influence how Artificial Intelligence (AI) is used in science education. The focus is on how societal and educational catalyst events, spanning from the Industrial Revolution to the Next Generation Science Standards (NGSS) and the COVID-19 pandemic, influenced science education. Next, the authors suggest that teachers should meaningfully implement the use of AI in ways that focus on student-centered learning and restore the progress made by the K-12 Framework and NGSS. These include generating ideas about problems that students can solve in an interest area, analyzing large sets of real-world data, generating grade appropriate science readings to develop background knowledge, and using AI to grade unique student work to replace multiple-choice response exams. AI and science education may best be described by a Chat GPT response: "It's important to note that while AI can enhance science education, it should not replace human teachers. Instead, it should be used as a tool to augment and support their expertise, fostering a blended learning environment that combines the benefits of technology with human guidance and mentorship." [ABSTRACT FROM AUTHOR] |
| Copyright of Science Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| FullText | Links: – Type: pdflink Text: Availability: 1 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 176146952 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Using Lessons from History to Guide the Implementation of AI in Science Education. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Hadley-Hulet%2C+Aria%22">Hadley-Hulet, Aria</searchLink> (AUTHOR)<i> ahadleyhulet@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Ellis%2C+Marc%22">Ellis, Marc</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Moore%2C+Austin%22">Moore, Austin</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Lehnardt%2C+Emily%22">Lehnardt, Emily</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Longhurst%2C+Max%22">Longhurst, Max</searchLink> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Science+Teacher%22">Science Teacher</searchLink>. 2024, Vol. 91 Issue 2, p29-34. 6p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Science+education%22">Science education</searchLink><br />*<searchLink fieldCode="DE" term="%22Artificial+intelligence%22">Artificial intelligence</searchLink><br />*<searchLink fieldCode="DE" term="%22Student-centered+learning%22">Student-centered learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Blended+learning%22">Blended learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Historical+source+material%22">Historical source material</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The purpose of this position paper is to describe a historical timeline of science education. Using historical documents and current science education research, the authors create an evolutionary description of science education changes over time and how these shifts could influence how Artificial Intelligence (AI) is used in science education. The focus is on how societal and educational catalyst events, spanning from the Industrial Revolution to the Next Generation Science Standards (NGSS) and the COVID-19 pandemic, influenced science education. Next, the authors suggest that teachers should meaningfully implement the use of AI in ways that focus on student-centered learning and restore the progress made by the K-12 Framework and NGSS. These include generating ideas about problems that students can solve in an interest area, analyzing large sets of real-world data, generating grade appropriate science readings to develop background knowledge, and using AI to grade unique student work to replace multiple-choice response exams. AI and science education may best be described by a Chat GPT response: "It's important to note that while AI can enhance science education, it should not replace human teachers. Instead, it should be used as a tool to augment and support their expertise, fostering a blended learning environment that combines the benefits of technology with human guidance and mentorship." [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Science Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=176146952 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/00368555.2024.2308315 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 6 StartPage: 29 Subjects: – SubjectFull: Science education Type: general – SubjectFull: Artificial intelligence Type: general – SubjectFull: Student-centered learning Type: general – SubjectFull: Blended learning Type: general – SubjectFull: Historical source material Type: general Titles: – TitleFull: Using Lessons from History to Guide the Implementation of AI in Science Education. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Hadley-Hulet, Aria – PersonEntity: Name: NameFull: Ellis, Marc – PersonEntity: Name: NameFull: Moore, Austin – PersonEntity: Name: NameFull: Lehnardt, Emily – PersonEntity: Name: NameFull: Longhurst, Max IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Text: 2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 00368555 Numbering: – Type: volume Value: 91 – Type: issue Value: 2 Titles: – TitleFull: Science Teacher Type: main |
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