Science Teachers' Perception of Automated Scoring Scientific Argumentation in Classroom

• In Event: Photography, Play, Embodiment, and Automated Scoring: Enriching the Lives of Learners and Teachers

Abstract

The present study explored teachers’ perceptions of automated scoring when using AS to teach scientific argumentation. Semi-structured interviews were conducted based on diffusion models and AI literacy. Teachers rarely used AS results as a main tool for assessing the quality of scientific argumentation. Rather, teachers noted that information from AS throughout the course served as a supplementary reference. Understanding the conceptual ideas of machine learning algorithms appeared to be beneficial for teachers in that they enhanced their understanding of AS and provided ideas for combining AI and scientific content. A major contribution of this study is an in-depth examination of teachers' perceptions of AI-enhanced learning systems based on their experiences.

Author

• Suna Ryu, Korea National University of Education
  Presenting Author