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Unpacking epistemic insights of artificial intelligence (AI) in science education: a systematic review

Abstract:

There is a growing application of Artificial Intelligence (AI) in K-12 science classrooms. In K-12 education, students harness AI technologies to acquire scientific knowledge, ranging from automated personalized virtual scientific inquiry to generative AI tools such as ChatGPT, Sora, and Google Bard. These AI technologies inherit various strengths and limitations in facilitating students’ engagement in scientific activities. There is a lack of framework to develop K-12 students’ epistemic con...

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Publication status:
Published
Peer review status:
Peer reviewed

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Publisher copy:
10.1007/s11191-024-00511-5

Authors


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Institution:
University of Oxford
Division:
SSD
Department:
Education
Oxford college:
St Hugh's College
Role:
Author
ORCID:
0000-0002-6431-1129
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Role:
Author
ORCID:
0009-0004-1277-7412
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Role:
Author
ORCID:
0000-0001-7416-1497
More by this author
Institution:
University of Oxford
Division:
SSD
Department:
SOGE
Sub department:
Transport Studies Unit
Oxford college:
St Anne's College
Role:
Author
ORCID:
0000-0002-5455-3386
Publisher:
Springer
Journal:
Science & Education More from this journal
Publication date:
2024-03-15
Acceptance date:
2024-02-26
DOI:
EISSN:
1573-1901
ISSN:
0926-7220
Language:
English
Keywords:
Pubs id:
1822341
Local pid:
pubs:1822341
Deposit date:
2024-03-16

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