AI-Integrated Science Teaching Through Facilitating Epistemic Discourse in the Classroom

Abstract We have entered the Fourth Industrial Revolution, which has brought widespread digital transformation with advanced and broadened technologies including artificial intelligence (AI). To help students prosper in a world full of AI applications, it is important for us to offer students suffic...

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Published inAsia-Pacific Science Education Vol. 8; no. 1; pp. 9 - 42
Main Author Kim, Won Jung
Format Journal Article
LanguageEnglish
Published Leiden | Boston Brill 01.06.2022
BRILL
Subjects
Artificial Intelligence
Classroom Communication
Comparative Analysis
Epistemology
Ethics
Information Technology
Schemata (Cognition)
Science Instruction
Scientific Research
Teaching Methods
Technological Literacy
Technology Integration
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Abstract Abstract We have entered the Fourth Industrial Revolution, which has brought widespread digital transformation with advanced and broadened technologies including artificial intelligence (AI). To help students prosper in a world full of AI applications, it is important for us to offer students sufficient AI-integrated learning opportunities across different subjects, including science. In this position paper, a pedagogical approach to AI-integrated science education through facilitating epistemic discourse is proposed. To establish a foundation for this integration, epistemic similarities and differences between how scientific knowledge is constructed and how AI agents learn are compared, referring to Chinn et al.'s (2014) epistemic cognition framework that attends to epistemic aims, ideals, and processes. Four bins of instructional strategies for facilitating epistemic discourse in AI-integrated science classrooms is suggested, which will help students more readily act as informed knowledge constructors, critics, and users of AI and science, who can pose questions that matter to their lives.
AbstractList We have entered the Fourth Industrial Revolution, which has brought widespread digital transformation with advanced and broadened technologies including artificial intelligence ( AI ). To help students prosper in a world full of AI applications, it is important for us to offer students sufficient AI -integrated learning opportunities across different subjects, including science. In this position paper, a pedagogical approach to AI -integrated science education through facilitating epistemic discourse is proposed. To establish a foundation for this integration, epistemic similarities and differences between how scientific knowledge is constructed and how AI agents learn are compared, referring to Chinn et al.’s (2014) epistemic cognition framework that attends to epistemic aims, ideals, and processes. Four bins of instructional strategies for facilitating epistemic discourse in AI -integrated science classrooms is suggested, which will help students more readily act as informed knowledge constructors, critics, and users of AI and science, who can pose questions that matter to their lives.
Abstract We have entered the Fourth Industrial Revolution, which has brought widespread digital transformation with advanced and broadened technologies including artificial intelligence (AI). To help students prosper in a world full of AI applications, it is important for us to offer students sufficient AI-integrated learning opportunities across different subjects, including science. In this position paper, a pedagogical approach to AI-integrated science education through facilitating epistemic discourse is proposed. To establish a foundation for this integration, epistemic similarities and differences between how scientific knowledge is constructed and how AI agents learn are compared, referring to Chinn et al.'s (2014) epistemic cognition framework that attends to epistemic aims, ideals, and processes. Four bins of instructional strategies for facilitating epistemic discourse in AI-integrated science classrooms is suggested, which will help students more readily act as informed knowledge constructors, critics, and users of AI and science, who can pose questions that matter to their lives.
We have entered the Fourth Industrial Revolution, which has brought widespread digital transformation with advanced and broadened technologies including artificial intelligence (AI). To help students prosper in a world full of AI applications, it is important for us to offer students sufficient AI-integrated learning opportunities across different subjects, including science. In this position paper, a pedagogical approach to AI-integrated science education through facilitating epistemic discourse is proposed. To establish a foundation for this integration, epistemic similarities and differences between how scientific knowledge is constructed and how AI agents learn are compared, referring to Chinn et al.'s (2014) epistemic cognition framework that attends to epistemic aims, ideals, and processes. Four bins of instructional strategies for facilitating epistemic discourse in AI-integrated science classrooms is suggested, which will help students more readily act as informed knowledge constructors, critics, and users of AI and science, who can pose questions that matter to their lives.
Author Kim, Won Jung
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Cites_doi 10.1177/0963662511401782
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10.1002/sce.21581
10.1145/1929887.1929905
10.7551/mitpress/11456.001.0001
10.1145/2988236
10.1057/9781137349088_26
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Snippet Abstract We have entered the Fourth Industrial Revolution, which has brought widespread digital transformation with advanced and broadened technologies...
We have entered the Fourth Industrial Revolution, which has brought widespread digital transformation with advanced and broadened technologies including...
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SubjectTerms Artificial Intelligence
Classroom Communication
Comparative Analysis
Epistemology
Ethics
Information Technology
Schemata (Cognition)
Science Instruction
Scientific Research
Teaching Methods
Technological Literacy
Technology Integration
Title AI-Integrated Science Teaching Through Facilitating Epistemic Discourse in the Classroom
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