Lindner A, Berges MP (2024)
Publication Type: Journal article
Publication year: 2024
Book Volume: 4
Pages Range: 25-42
Issue: 1
URI: https://ojs.scholarsportal.info/ontariotechu/index.php/dll/article/view/274
Open Access Link: https://ojs.scholarsportal.info/ontariotechu/index.php/dll/article/view/274
From an educational perspective, artificial intelligence (AI) poses new challenges for computer science education due to its unique nature. In addition to its highly complex content and strong social relevance, the topic has further characteristics that distinguish it from typical computer science topics. Although there are many learning materials on AI, there is a lack of systematic approaches that take a holistic view of AI from an educational perspective and analyze the unique features of the topic in more detail. We develop a model that analyzes the actors and layers of educational processes regarding AI and outlines their relationships. The subsequent comparison with the Model of Educational Reconstruction for Computer Science Education permits conclusions for its practical consequences. Furthermore, a process model for introducing topics like AI into the classroom is proposed.
APA:
Lindner, A., & Berges, M.-P. (2024). Reconstruction of Transformative CS Topics in Education: A Model Proposal for Artificial Intelligence. Journal of Digital Life and Learning, 4, 25-42. https://doi.org/10.51357/jdll.v4i1.274
MLA:
Lindner, Annabel, and Marc-Pascal Berges. "Reconstruction of Transformative CS Topics in Education: A Model Proposal for Artificial Intelligence." Journal of Digital Life and Learning 4 (2024): 25-42.
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