An Interdisciplinary Approach to Enhancing AI Literacy in K-12 Science Education: Curriculum Integration and Pedagogical Framework

Yao Shi, Rongkeng Liang, Yong Xu

Abstract: Artificial Intelligence (AI) is constantly reshaping our environment, culture and society, especially among the lives of children and teenagers. More countries are making efforts to incorporate AI content and technology into K-12. However, the majority of K-12 students have yet to achieve a comprehensive understanding and application of AI concepts within their daily lives and across different disciplines. Meanwhile, there is a notable deficiency in the number of educators with AI knowledge. In order to better connect with the real world and engage teachers from a variety of backgrounds to cultivate a comprehensive understanding of AI among students, using methods that resonate with their current knowledge base, this study introduces an interdisciplinary approach of curriculum integration and pedagogical framework, featuring the design of the CRENEXT Learning Cycle, Double Diamond of Teaching Implementation and AI Virtual Tutor Teaching System. We designed a series of lessons as a use case enhancing AI literacy into the K-12 science curriculum with the interdisciplinary approach, and conducted an experimental study with 36 third-grade students, utilizing design fictions and pre/post-tests to evaluate changes in students’ perceptions of AI through the series of lessons. This research contributes to the burgeoning field of AI literacy, advocating for educational strategies that evolve in tandem with technological progress.

External IDs:doi:10.1007/978-981-97-9255-9_16