| 1. |
- Stolpe, Karin, PhD, 1981-, et al.
(författare)
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Artificial Intelligence Literacy for Technology Education
- 2024
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Ingår i: Computers and Education Open. - : Elsevier. - 2666-5573. ; 6
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Tidskriftsartikel (refereegranskat)abstract
- The interest in artificial intelligence (AI) in education has erupted during the last few years, primarily due to technological advances in AI. It is therefore argued that students should learn about AI, although it is debated exactly how it should be applied in education. AI literacy has been suggested as a way of defining competencies for students to acquire to meet a future everyday- and working life with AI. This study argues that researchers and educators need a framework for integrating AI literacy into technological literacy, where the latter is viewed as a multiliteracy. This study thus aims to critically analyse and discuss different components of AI literacy found in the literature in relation to technological literacy. The data consists of five AI literacy frameworks related to three traditions of technological knowledge: technical skills, technological scientific knowledge, and socio-ethical technical understanding. The results show that AI literacy for technology education emphasises technological scientific knowledge (e.g., knowledge about what AI is, how to recognise AI, and systems thinking) and socio-ethical technical understanding (e.g., AI ethics and the role of humans in AI). Technical skills such as programming competencies also appear but are less emphasised. Implications for technology education are also discussed, and a framework for AI literacy for technology education is suggested.
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| 2. |
- Stolpe, Karin, PhD, 1981-
(författare)
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Biology teachers’ conceptions about research use for teaching evolution
- 2024
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Ingår i: Revisioning STEAM education in times of Climate Change.
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Konferensbidrag (refereegranskat)abstract
- In this symposium, we explore prerequisites for science teachers’ development of research literacy. We present three papers that all contribute with different aspects related to research use for science teaching, both among science teachers and science teacher educators. Even though research-based teaching has long been encouraged in the Nordic countries, there are still challenges left to be solved. The first paper presents the tension between natural science research and science education research. The second paper investigates teachers’ development of research literacy during participation in a professional learning community (PLC). The third paper examines teacher educators’ reflections on how their own practice as researchers affects their role when they meet student teachers. This symposium will discuss where we are now, but also potential ways forward.
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| 3. |
- Stolpe, Karin, PhD, 1981-, et al.
(författare)
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(Dis-)continuity between educational levels : Classrooms and materials as prerequisites for technology education
- 2024
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Ingår i: Revisioning STEAM education in times of Climate Change.
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Konferensbidrag (refereegranskat)abstract
- To engage students in STEM education and careers has been a question emphasised by policymakers worldwide. However, research has shown that students lose interest in technology and science studies in adolescence. Discontinuity in transitions between educational levels could be one explanation. Therefore, the aim of this study is to investigate possible (dis-) continuities in students’ technology education transition between upper primary and secondary school levels. More specifically, differences in classroom furniture, materials and tools have been investigated. Fifty-two teachers have answered a questionnaire about discontinuities in how the classrooms are equipped and what kinds of tools and construction materials differ between upper primary and secondary education technology classrooms. This may lead to altering possibilities regarding what technology education will become in the different communities of practice.
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