Listening to Teachers: Adapting a Microelectronics and AI Curriculum Through Participatory Design

• In Event: AI in K-12 Education

Abstract

Despite increased national investment in artificial intelligence (AI) and computer science and engineering (CSE) education, K-12 students lack hands-on experience using hardware for real-world problem-solving. A design-based research approach was employed to collaborate with high school teachers on adapting an informal learning, AI-enhanced microelectronics curriculum for middle grades. Framed by participatory design and the ADDIE instructional design model, teacher contributions are aligned with the NGSS Science and Engineering Practices, STEM practices, and empirical reasoning categories. Teachers emphasize the importance of relevance, collaboration, modeling, and data use to engage students. This study informs the design of inclusive, standards-aligned STEM learning experiences that blend hardware, AI, and community context to deepen engagement and participation for all Americans everywhere in CSE.

Authors

• Lauren Eutsler, University of North Texas

• Megan Barnes, University of North Texas

• Andrea Ramirez-Salgado, University of Florida

• Yessy Eka Ambarwati, University of Florida

• Woorin Hwang, University of Florida

• Talar Terzian, University of Florida

• Anany Sharma, University of Florida

• Tamzidul Hoque, University of Kansas

• Swarup Bhunia, University of Florida

• Pasha Antonenko, University of Florida