Fostering AI literacy in elementary Science, Technology, Engineering, Art, and Mathematics (STEAM) education in the age of generative AI

Stefanus Christian RELMASIRA, Yiu Chi LAI, Jonan Phillip DONALDSON

Research output: Contribution to journalArticlespeer-review

Abstract

The advancement of generative AI technologies underscores the need for AI literacy, particularly in Southeast Asia’s elementary Science, Technology, Engineering, Art, and Mathematics (STEAM) education. This study explores the development of AI literacy principles for elementary students. Utilizing existing AI literacy models, a three-session classroom intervention was implemented in an Indonesian school, grounded in constructivist, constructionist, and transformative learning theories. Through design-based research (DBR) and network analysis of reflection papers (n = 77), the intervention was evaluated and redesigned. Findings revealed clusters of interdependent elements of learner experiences, categorized into successes, struggles, and alignments with learning theories. These were translated into design moves for future intervention iterations, forming design principles for AI literacy development. The study contributes insights into optimizing the positive effects and minimizing the negative impacts of AI in education. Copyright © 2023 by the authors.

Original languageEnglish
Article number13595
JournalSustainability
Volume15
Issue number18
DOIs
Publication statusPublished - Sept 2023

Citation

Relmasira, S. C., Lai, Y. C., & Donaldson, J. P. (2023). Fostering AI literacy in elementary Science, Technology, Engineering, Art, and Mathematics (STEAM) education in the age of generative AI. Sustainability, 15(18), Article 13595. https://doi.org/10.3390/su151813595

Keywords

  • AI literacy
  • Generative AI
  • STEAM education
  • Elementary school
  • Design-based research
  • Network analysis
  • PG student publication

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