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dc.contributor.authorThomas K.F. Chiu
dc.contributor.authorChing-sing Chai
dc.date.accessioned2020-07-16T18:42:33Z
dc.date.available2020-07-16T18:42:33Z
dc.date.created2020-07-14 23:34
dc.date.issued2020-07-01
dc.identifieroai:doaj.org/article:fb2d32c47c714d98be67b1da15afc7c6
dc.identifier10.3390/su12145568
dc.identifier2071-1050
dc.identifierhttps://doaj.org/article/fb2d32c47c714d98be67b1da15afc7c6
dc.identifier.urihttp://hdl.handle.net/20.500.12424/3954833
dc.description.abstractThe teaching of artificial intelligence (AI) topics in school curricula is an important global strategic initiative in educating the next generation. As AI technologies are new to K-12 schools, there is a lack of studies that inform schools’ teachers about AI curriculum design. How to prepare and engage teachers, and which approaches are suitable for planning the curriculum for sustainable development, are unclear. Therefore, this case study aimed to explore the views of teachers with and without AI teaching experience on key considerations for the preparation, implementation and continuous refinement of a formal AI curriculum for K-12 schools. It drew on the self-determination theory (SDT) and four basic curriculum planning approaches—content, product, process and praxis—as theoretical frameworks to explain the research problems and findings. We conducted semi-structured interviews with 24 teachers—twelve with and twelve without experience in teaching AI—and used thematic analysis to analyze the interview data. Our findings revealed that genuine curriculum creation should encompass all four forms of curriculum design approach that are coordinated by teachers’ self-determination to be orchestrators of student learning experiences. This study also proposed a curriculum development cycle for teachers and curriculum officers.
dc.languageEN
dc.publisherMDPI AG
dc.relation.ispartofhttps://www.mdpi.com/2071-1050/12/14/5568
dc.relation.ispartofhttps://doaj.org/toc/2071-1050
dc.sourceSustainability, Vol 12, Iss 5568, p 5568 (2020)
dc.subjectartificial intelligence education
dc.subjectcurriculum planning
dc.subjectcurriculum design
dc.subjectteacher education
dc.subjectself-determination theory
dc.subjectteacher belief
dc.subjectEnvironmental effects of industries and plants
dc.subjectTD194-195
dc.subjectRenewable energy sources
dc.subjectTJ807-830
dc.titleSustainable Curriculum Planning for Artificial Intelligence Education: A Self-Determination Theory Perspective
dc.typeArticle
ge.collectioncode2071-1050
ge.dataimportlabelOAI metadata object
ge.identifier.legacyglobethics:16784330
ge.lastmodificationdate2020-07-14 23:34
ge.lastmodificationuseradmin@pointsoftware.ch (import)
ge.submissions0
ge.oai.exportid150302
ge.oai.repositoryid52
ge.oai.setnameLCC:Environmental effects of industries and plants
ge.oai.setnameLCC:Renewable energy sources
ge.oai.setnameLCC:Environmental sciences
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ge.linkhttps://doaj.org/article/fb2d32c47c714d98be67b1da15afc7c6


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