Artificial Intelligence and K-12

2021 ◽  
pp. 634-653
Author(s):  
Muhammet Demirbilek
Keyword(s):  
Artificial Intelligence ◽  
Computer Science ◽  
Learning Environments ◽  
Daily Life ◽  
Educational Institutions ◽  
Science And Engineering ◽  
Teaching Methodologies ◽  
Mathematics Literacy ◽  
And Mathematics ◽  
K 12

Artificial intelligence (AI) is a part of our everyday life. Having artificial intelligence will be vital for careers in science and engineering, which is the important part of the STEM curriculum. Most of us are aware of existence AI-powered services and devices, but hardly anybody knows about the technology behind them. Therefore, educational institutions should prepare the next generation in school with artificial intelligence literacy and the underlying concepts including algorithms, big data, and coding. Like classic literacy, which includes writing, reading, and mathematics, literacy in AI/computer science will become a major issue in the future. Furthermore, with AI literacy, pupils also receive a solid preparation for subsequent studies at university level and their future career. Currently, computer science education in school does not focus on teaching these fundamental topics in an adequate manner. This chapter will exploit understanding AI and how AI works in daily life and offer teaching methodologies to explain how AI works to K-12 learning environments.

Instructing AI Ethics and Human Rights

2022 ◽  
pp. 59-72
Author(s):  
Katharina Miller ◽  
Muhammet Demirbilek
Keyword(s):  
Human Rights ◽  
Learning Environments ◽  
Current Literature ◽  
Teaching Strategies ◽  
Daily Life ◽  
Teaching Methodologies ◽  
Ai Ethics ◽  
Ethics Teaching ◽  
Emerging Issues ◽  
K 12

This chapter will exploit emerging issues of AI and current literature on AI ethics and human rights teaching. The authors will exploit understanding AI ethics and human rights in daily life and offer teaching methodologies to explain how to teach AI ethics and human rights in K-12 learning environments. Furthermore, the chapter will be devoted to the latest trends and issues on how to teach AI ethics and humans rights teaching in K-12 learning environments. Particular emphasis will be made on a survey of existing ethics teaching methodologies and how to adopt existing teaching strategies into AI ethics teaching in order to improve their understanding on AI ethics and human rights.

scholarly journals Models: the fourth dimension of computer science

2021 ◽  
Author(s):  
Bernhard Thalheim
Keyword(s):  
Computer Science ◽  
Human Activity ◽  
Daily Life ◽  
Fourth Dimension ◽  
Science And Engineering ◽  
Making Sense ◽  
Science Technology ◽  
Universal Instrument ◽  
Models And Modelling ◽  
Use Of Models

AbstractModels are a universal instrument in science, technology, and daily life. They function as instruments in almost every scenario. Any human activity can be (and is) supported by models, e.g. reason, explain, design, act, predict, explore, communicate, collaborate, interact, orient, direct, guide, socialises, perceive, reflect, develop, making sense, teach, learn, imagine, etc. This universal suitability is also the basis for a wide use of models and modelling in Computer Science and Engineering. We claim that models form the fourth dimension in Computer Science. This paper sketches and systematises the main ingredients of the study model and modelling.

scholarly journals METHODOLOGICAL SYSTEM OF TRAINING FUTURE INFORMATICS TEACHERS ON THE BASICS OF ARTIFICIAL INTELLIGENCE

2020 ◽  
Vol 72 (4) ◽  
pp. 250-254
Author(s):  
G. Salgaraeva ◽  
◽  
U. Zhumabaeva ◽  
Keyword(s):  
Artificial Intelligence ◽  
Expert Systems ◽  
Computer Science ◽  
Science Teachers ◽  
Educational Process ◽  
Point Of View ◽  
Basic Knowledge ◽  
Educational Institutions ◽  
Training Systems ◽  
Interdisciplinary Approaches

The article presents a methodological system for training future Informatics teachers on the basics of artificial intelligence. Currently, artificial intelligence is being used in various fields, from the presentation of knowledge to the development of expert systems, intellectual games and robotics tools. In this case, there is a problem of developing a methodological system for training future Informatics teachers based on elements of artificial intelligence in pedagogical educational institutions. This proposed to solve this problem using the method of problem-based learning and combining theory with practice from the point of view of critical thinking technology. Modern analytical platforms, intelligent training systems, and expert systems are used as training tools. The educational content of the basics of artificial intelligence is built on the basis of systematic, fundamental and interdisciplinary approaches. This made it possible to determine the goals of teaching future computer science teachers the basics of artificial intelligence, reveal the requirements for the formation of concepts in the field of artificial intelligence, identify the basic knowledge system that allows you to teach elements of artificial intelligence in a computer science course. The article describes the results of the implementation of the methodological system for training future computer science teachers on the basics of artificial intelligence in the educational process.

scholarly journals Learning Mathematics in Metacognitively Oriented ICT-Based Learning Environments: A Systematic Review of the Literature

2019 ◽  
Vol 2019 ◽  
pp. 1-19
Author(s):  
Lieven Verschaffel ◽  
Fien Depaepe ◽  
Zemira Mevarech
Keyword(s):  
Systematic Review ◽  
Mathematics Education ◽  
Learning Environments ◽  
Computer Supported Collaborative Learning ◽  
Systematic Screening ◽  
Tutoring Systems ◽  
Positive Effects ◽  
And Mathematics ◽  
K 12 ◽  
Drill And Practice

This article encompasses a systematic review of the research on ICT-based learning environments for metacognitively oriented K-12 mathematics education. This review begins with a brief overview of the research on metacognition and mathematics education and on ICT and mathematics education. Based on a systematic screening of the databases Web of Science and ERIC wherein three elements—ICT-based learning environments, metacognitive pedagogies, and mathematics—are combined, 22 articles/studies were retrieved, situated at various educational levels (kindergarten, elementary school, and secondary school). This review revealed a variety of studies, particularly intervention studies, situated in elementary and secondary schools. Most studies involved drill-and-practice software, intelligent tutoring systems, serious games, multimedia environments, and computer-supported collaborative learning environments, with metacognitive pedagogies either integrated into the ICT software itself or provided externally by the teacher, mainly for arithmetic or algebraic word problem-solving but also related to other mathematical topics. All studies reported positive effects on mathematical and/or metacognitive learning outcomes. This review ends with a discussion of issues for further theoretical reflection and empirical research.

Fixing STEM Workforce and Teacher Shortages: How Goal Congruity Can Inform Individuals and Institutions

2018 ◽  
Vol 5 (1) ◽  
pp. 11-18 ◽  
Author(s):  
Amanda B. Diekman ◽  
Tessa M. Benson-Greenwald
Keyword(s):  
Stem Education ◽  
Educational Institutions ◽  
Teacher Shortages ◽  
Recruitment And Retention ◽  
Occupational Roles ◽  
Science Technology ◽  
Education Careers ◽  
Stem Workforce ◽  
And Mathematics ◽  
K 12

As demands increase for individuals with expertise in science, technology, engineering, and mathematics (STEM), educational institutions and workplaces seek to identify strategies to recruit and retain talented individuals in STEM pathways. We investigate recruitment and retention into the STEM workforce and into primary and secondary STEM education careers by analyzing whether a particular role allows an individual to fulfill goals. The two occupational pathways reviewed here pose different goal congruity challenges: The STEM workforce seems to lack communal (other-oriented) goal opportunities, but math and science K-12 teaching seems to lack agentic (self-oriented) goal opportunities. Restructuring educational and occupational roles to maximize the pursuit of valued goals can encourage STEM recruitment and retention.

scholarly journals Design of Online Quiz System for Practice & Assessment During Covid-19

2021 ◽  
Vol 10 (4) ◽  
pp. 2816-2820
Keyword(s):  
Computer Science ◽  
World Health Organization ◽  
World Health ◽  
Educational Institutions ◽  
Science And Engineering ◽  
Training Package ◽  
Timing Diagram ◽  
E Learning ◽  
Health Organization ◽  
Practice Assessment

Kapeel Dev et al., International Journal of Advanced Trends in Computer Science and Engineering, 10(4), July – August 2021, 2816 – 2820 2816  ABSTRACT After the new Coronavirus illness (COVID-19) case spread quickly in Wuhan-China in December 2019, World Health Organization (WHO) affirmed that this is a hazardous infection which can be spreading from one people to another through drops and airborne.. This pandemic has forced Educational institutions (schools, colleges, and universities) in whole world dramatically to odapt to e-learning. In right now, colleges, instruction controllers and educators are associated with much conversation how to best get ready test framework for assesemtn so understudies can accomplish their scholastic exhibition and can rehearse for MCQ based tests. The utilization of online apparatuses to show courses in different orders has acquired prominence during this pandemic. In This paper we will develop an Online Quiz system for free self practice so students can judge their own performance before sit in professional online exam.they will get idea from that self practice Online Quiz system or online quiz board development is a training package designed to test students ' comprehension oftranslating the timing diagram into an analogous ladder diagram.[3].

scholarly journals Generic Tasks for Algorithms

2020 ◽  
Vol 12 (9) ◽  
pp. 152
Author(s):  
Gregor Milicic ◽  
Sina Wetzel ◽  
Matthias Ludwig
Keyword(s):  
Computer Science ◽  
Learning Environments ◽  
Stem Education ◽  
Best Practice ◽  
Computational Thinking ◽  
Underlying Structure ◽  
Science Technology ◽  
Generic Tasks ◽  
And Mathematics ◽  
General Estimation

Due to its links to computer science (CS), teaching computational thinking (CT) often involves the handling of algorithms in activities, such as their implementation or analysis. Although there already exists a wide variety of different tasks for various learning environments in the area of computer science, there is less material available for CT. In this article, we propose so-called Generic Tasks for algorithms inspired by common programming tasks from CS education. Generic Tasks can be seen as a family of tasks with a common underlying structure, format, and aim, and can serve as best-practice examples. They thus bring many advantages, such as facilitating the process of creating new content and supporting asynchronous teaching formats. The Generic Tasks that we propose were evaluated by 14 experts in the field of Science, Technology, Engineering, and Mathematics (STEM) education. Apart from a general estimation in regard to the meaningfulness of the proposed tasks, the experts also rated which and how strongly six core CT skills are addressed by the tasks. We conclude that, even though the experts consider the tasks to be meaningful, not all CT-related skills can be specifically addressed. It is thus important to define additional tasks for CT that are detached from algorithms and programming.

scholarly journals Use of Interdisciplinary Links in the Training of Future Specialists in Statistics

2018 ◽  
Vol 80 (1) ◽  
pp. 52-60
Author(s):  
V. V. Kozlov ◽  
T. V. Tomashevska ◽  
M. I. Kuznіetsov
Keyword(s):  
Computer Science ◽  
Data Science ◽  
Dynamic Balance ◽  
Integrated Approach ◽  
Ease Of Use ◽  
Educational Institutions ◽  
Innovative Teaching ◽  
Professional Activities ◽  
And Mathematics ◽  
Common Content

In the article the authors substantiate the importance of establishing and using interdisciplinary connections in the training of future specialists in the field of statistics. This is due to factors such as the transition of the Ukrainian economy to the innovative way of development and the necessity of building state information infrastructure. The training of interdisciplinary specialists, who use statistics, computer science, and data science in their activities, becomes a public need. The authors argue that the modern system of higher education needs to develop innovative teaching approaches in preparing future specialists in the field of statistics, primarily natural-scientific interdisciplinary links. They promote increase of the practical, scientific and theoretical training of students, with their help the foundation for a comprehensive vision, approach and solving complex problems of real reality are laid. In the article special attention is paid to establishing links between computer science and mathematics in the training of future statisticians. The analysis of bachelor programs of various educational institutions has shown that the disciplines of the cycle of mathematical preparation are basic. Computer at various stages of these disciplines can perform functions of control, training, analysis, synthesis, etc. The future specialist should be trained in working with professional mathematical packages that may be needed for him in future professional activities. The authors also note the risk of methodically illiterate implementation of interpersonal links with the use of information technology, when the external ease of use of software tools leaves in the shadows the applied component of the course of higher mathematics. This can lead to a disturbance of dynamic balance and a decrease in the quality of education. The analysis of the problem of interdisciplinary connections shows that it is necessary to transit to updated statistics training programs, oriented to the needs of economic and social development of society. Thus, interdisciplinary links not only allow the establishment of peculiar “bridges” between educational disciplines, but also, on the basis of the common content of these disciplines, to build a holistic system of learning, which is an important condition for an integrated approach that allows to distinguish between the main elements of the content of education and interrelationships between educational subjects.

scholarly journals A Comparative Study of Searching and Optimization Techniques in Artificial Intelligence

2020 ◽  
pp. 72-80
Author(s):  
Antim Panghal
Keyword(s):  
Artificial Intelligence ◽  
Comparative Study ◽  
Computer Science ◽  
Optimal Solution ◽  
Search Space ◽  
Optimization Techniques ◽  
The Other ◽  
Tabular Form ◽  
Other Hand ◽  
And Mathematics

Solving a problem mean looking for a solution, which is best among others. Finding a solution to a problem in Computer Science and Artificial Intelligence is often thought as a process of search through the space of possible solutions. On the other hand in Engineering and Mathematics it is thought as a process of optimization i.e. to find a best solution or an optimal solution for a problem. These reduce search space and improve its efficiency. At each and every step of search,it select which have the least futility. In this paper ,We categorize the different AI search and optimization techniques in a tabular form on the basis of their merits and demerits to make it easy to choose a technique for a particular problem.

Review Of Gender Differences In Learning Styles: Suggestions For STEM Education

2011 ◽  
Vol 4 (3) ◽  
pp. 9-18 ◽  
Author(s):  
Sadan Kulturel-Konak ◽  
Mary Lou D’Allegro ◽  
Sarah Dickinson
Keyword(s):  
Gender Differences ◽  
Learning Styles ◽  
Computer Science ◽  
Rapid Decline ◽  
Teaching Methodologies ◽  
Baccalaureate Degrees ◽  
Science Technology ◽  
Study Support ◽  
And Mathematics ◽  
The Relationship

Women have made great strides in baccalaureate degree obtainment, out numbering men by over 230,000 conferred baccalaureate degrees in 2008. However, the proportion of earned degrees for women in some of the Science, Technology, Engineering, and Mathematics (STEM) courses continues to lag behind male baccalaureate completions (National Science Foundation, 2010). In addition, according to the National Center for Women and Information Technology (NCWIT), only 21% of information and computer science degrees were awarded to women in 2006 (NCWIT, 2007). In the past decade, higher education has experienced a rapid decline in the number of women involved in the information sciences, particularly computer science (Bank, 2007). A number of social and educational factors have been considered barriers to women entering STEM fields and this area has been well studied in the literature. However, research examining the relationship between gender differences and learning styles in the context of these technical fields is limited. According to Kolb (1976), people decide on a major based on how well the norms of the major fit with their individual learning styles. This paper presents gender differences in learning styles and recommends teaching methodologies most preferred for female learners in STEM courses. Further, a survey was administered to ascertain the extent the results of this study support previous findings.

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