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Exploring AI Literacy Among Elementary Teacher Candidates

Thu, April 24, 1:45 to 3:15pm MDT (1:45 to 3:15pm MDT), The Colorado Convention Center, Floor: Ballroom Level, Mile High Ballroom 2A and 3A

Abstract

Pre-service teachers' AI comprehension influences how AI is implemented in education. Despite AI's growing significance, limited research has explored elementary pre-service teachers' (EPSTs) conceptions and misconceptions of AI literacy, particularly in biology education. This study seeks to address this gap by exploring the nature of AI literacy among EPSTs, grounded in Constructivist Schema Theory relevant in the AI literacy context, where EPSTs' existing AI schemas must be examined, challenged, and restructured to develop an accurate understanding and skillset. This study employs a case study methodology to collect quantitative and qualitative data, aiming to demystify AI for EPSTs, reduce misconceptions, and foster positive attitudes toward AI technologies, thereby empowering future educators and their students to participate effectively in an AI-driven society.

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