在接受和怀疑之间:对中学生对化学教育中人工智能的态度的调查
Laura Naumann1, Jacqueline Louise Mayr2, Silvija Markic3
1Chemistry Education, Department Chemistry, Ludwig-Maximilians Universität München, Munich, Germany. laura.naumann@cup.lmu.de.
Chimia
|October 29, 2025
概括
这项研究表明,动手人工智能 (AI) 教育可以提高学生的信心和道德意识. 混合学习方法,将人工智能工具与教师指导相结合,为开发人工智能技能带来最好的结果.
科学领域:
- 教育技术的教育技术
- 教育中的人工智能
- 人与计算机的交互
背景情况:
- 人工智能 (AI) 的整合正在跨部门扩展,包括教育.
- 学生对像ChatGPT这样的AI学习工具的参与度正在增加,需要对他们的感知和AI素养进行研究.
- 在学校正式实施人工智能落后于学生采用人工智能工具.
研究的目的:
- 调查学生现有的AI经验和AI素养.
- 检查使用人工智能工具的教学单元如何影响学生的感知和能力.
- 将人工智能支持的学习与传统的教学方法进行比较.
主要方法:
- 这项研究涉及评估学生之前的AI经验和AI素养.
- 一个使用人工智能工具的教学单元被实施来观察变化.
- 在人工智能支持和传统学习环境之间进行了比较分析.
主要成果:
- 手动人工智能暴露改善了学生的自我效能,认知参与和道德意识.
- 学生对创建人工智能驱动解决方案的信心较低.
- 学生们重视人工智能支持和教师领导的学习,倾向于混合模型.
- 强调了公平性和负责任的使用等道德考虑,但AI技术设计的理解是有限的.
结论:
- 结构化的AI教育提高了学生的技能,道德推理和解决问题的能力.
- 成功的AI整合需要在技术和教师指导之间取得平衡.
- 混合学习方法对学生来说最有益,培养更高层次的技能和持续的参与.
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