Constructive Controversy with AI: Elementary Students Engage in Ethical Reasoning and Debate

• In Event: AERA Poster Session Friday 7:45 am
  In Poster Session: AI Literacies in Teacher Education: Frameworks, Practices, and Ethical Engagement

Abstract

This qualitative study investigates elementary students' engagement with ChatGPT as a virtual debate partner within a Constructive Controversy framework. Conducted in a multi-age 4th/5th grade classroom, the research examined how young learners developed critical thinking about AI through structured academic discourse on environmental topics. Data sources included student-AI transcripts, interviews, observations, and student writing. Findings reveal that students demonstrated sophisticated ethical reasoning about AI that exceeded developmental expectations, developing nuanced frameworks for understanding environmental impact, cognitive autonomy, authenticity, and bias. Rather than passive consumers, students engaged as critical users capable of complex reasoning about AI's broader implications. This research contributes empirical evidence supporting thoughtful AI integration in elementary classrooms through structured pedagogical frameworks while foregrounding young learners' voices.

Authors

• Tomas Galguera, Northeastern University

• Lyndsay Schaeffer, Northeastern University