@article{76674e1df4db42b0964b32fcf45f2d44,
title = "Integrating generative AI in knowledge building",
abstract = "Generative artificial intelligence (GenAI) is penetrating in various social sectors, motivating a strong need for teaching AI literacy in younger generations. While substantial efforts have been made to teach AI literacy and to use AI to facilitate learning, few studies have provided empirical accounts of students' nuanced processes of using GenAI for learning. In this study, we engaged a group of high school students in leveraging ChatGPT to support their knowledge building efforts. Following the teacher's pedagogical design, students used ChatGPT for a range of distinct purposes. Student interviews showed detailed processes of using ChatGPT for knowledge building and students' emerging AI literacy in multiple dimensions. This study offers practical implications for the integration of GenAI in K-12 education and urges educators to create spaces and scaffolds for students to mindfully engage with GenAI in the classroom.",
keywords = "ChatGPT, Generative AI, Human-AI partnership, Knowledge building",
author = "Bodong Chen and Xinran Zhu and {D{\'i}az del Castillo H.}, Fernando",
note = "Many curriculum development efforts have been made to introduce AI literacy in K-12. Internationally, several countries have already started to formally incorporate AI into their primary and secondary education curricula (Cant{\'u}-Ortiz et al., 2020; Lee et al., 2021). In the United States, entities spanning federal funding agencies (e.g., the National Science Foundation), corporate leaders (e.g., Google for Education), and research institutions have been actively developing or supporting the development of AI curricula in K-12. In China, AI was officially introduced into the curriculum in 2018 by the Ministry of Education, followed by the release of the first AI textbooks (Su et al., 2022). Similar efforts were launched in the European Union, Japan, South Korea, Singapore, and so on. UNESCO has been actively catalyzing dialogues for more countries to consider AI education (UNESCO, 2023). In the meantime, new AI curricular documents are proposed (Touretzky et al., 2019), covering a range of topics including machine learning (Jiang et al., 2023; Marques et al., 2020; Wan et al., 2020), conversational agents (Van Brummelen, 2019), ethics (Ali et al., 2019), and so forth. The duration of these curricula ranges from hours (Zimmermann-Niefield et al., 2020) to a full year (e.g., Sabuncuoglu, 2020).The teacher is familiar with the Knowledge Building pedagogy, but students in this course were new to Knowledge Building. Mr. F. also has profound expertise in technology-enhanced learning. To support learning and collaboration, he uses a range of digital platforms, such as Google Classrooms, Miro (a virtual collaborative whiteboard), and Knowledge Forum, and actively explores new technologies. He identifies as an EdTech entrepreneur who teaches part-time, and serves as Chief Learning Officer in a startup that actively develops and implements learning technologies in the K-12 learning ecosystem.",
year = "2023",
month = jan,
doi = "10.1016/j.caeai.2023.100184",
language = "English (US)",
volume = "5",
journal = "Computers and Education: Artificial Intelligence",
issn = "2666-920X",
publisher = "Elsevier B.V.",
}