In-service teachers’ (mis)conceptions of artificial intelligence in K-12 science education

Abstract

Society’s future depends on informed perspectives of Artificial Intelligence (AI) and AI related skills, a prognosis that greatly impacts K-12 education. To best prepare students to be AI savvy, there is a need to integrate AI tools, skills, and lessons into the K-12 curriculum. In order for teachers to develop the knowledge and skills, and have the self-efficacy for using AI in instruction, they must be well prepared and informed of what AI is (and what it is not) and its potential role in K-12 education. This study explored teachers’ (mis)conceptions relative to their intentional and informal learning. Our research provides important implications for teacher preparation and in-service professional development regarding AI in our society and implementation of AI tools and processes in K-12 education.

Keywords:

• K-12 teachers
• artificial intelligence
• misconceptions
• science education

Notes on contributors

Brian Abramowitz is a PhD student within the University of Florida’s College of Education. His research interest are centered around the implementation of educational technologies as well as misconceptions within the K-12 classroom.

Pavlo “Pasha” Antonenko is an associate professor of educational technology in the University of Florida’s College of Education. His research interest focus on learning technologies, educational neuroscience, and learning analytics.

Additional information

Funding

This material is based upon work supported by the National Science Foundation under Grant No. 2147625.