AI is transforming how science is done. Science education must reflect this change.

AI is transforming how science is done. Science education must reflect this change.

There is growing interest in the use of artificial intelligence (AI) in science education. Many issues and questions raised about the role of AI in science education target primarily science learning objectives. They relate to AI's capacity to generate tools for teaching, learning, and assessme...

Descrizione completa

Dettagli Bibliografici
Autore principale:	Erduran, S
Natura:	Journal article
Lingua:	English
Pubblicazione:	American Association for the Advancement of Science 2023

Documenti analoghi

"Justice must be seen to be done"
di: Heike Jung
Pubblicazione: (2012-01-01)

Blue hydrogen must be done properly
di: Jostein Pettersen, et al.
Pubblicazione: (2022-09-01)

From FRA to RFN: How the Family Resemblance Approach Can Be Transformed for Science Curriculum Analysis on Nature of Science
di: Kaya, E, et al.
Pubblicazione: (2016)

Trust in science and science education — part 2
di: Erduran, S
Pubblicazione: (2022)

Trust in science and science education — part 1
di: Erduran, S
Pubblicazione: (2022)

Science education in the era of a pandemic: How can history, philosophy and sociology of science contribute to education for understanding and solving the Covid-19 crisis?
di: Erduran, S
Pubblicazione: (2020)

COVID-19 Challenge: What Has Been Done and What Must Be Done?
di: I. G. Belenkiy
Pubblicazione: (2020-07-01)

Editorial vision for Science and Education
di: Erduran, S
Pubblicazione: (2020)

Obesity and sedentarism in the 21st century: what can be done and what must be done?
di: Gregorio Varela-Moreiras, et al.

“We Must be Able to Show How Science is Beneficial to Society”
di: Ben L. Feringa
Pubblicazione: (2009-06-01)

Abandoning patchwork approaches to nature of science in science education
di: Dagher, ZR, et al.
Pubblicazione: (2017)

Visualizing the nature of science: beyond textual pieces to holistic images in science education
di: Erduran, S
Pubblicazione: (2017)

Nature of science in preservice science teacher education–case studies of Irish pre-service science teachers
di: Cullinane, A, et al.
Pubblicazione: (2022)

No time to waste: revisiting time for science education
di: Erduran, S
Pubblicazione: (2023)

Respect for evidence: can science education deliver it?
di: Erduran, S
Pubblicazione: (2021)

Too philosophical, therefore useless for science education?
di: Erduran, S
Pubblicazione: (2022)

1.5°C Too Soon : More Must Be Done
di: Sembiring, Margareth
Pubblicazione: (2018)

Perovskite solar cells: must lead be replaced – and can it be done?
di: Qi Zhang, et al.
Pubblicazione: (2018-12-01)

Science must speak truth to power
di: João de Deus Barreto Segundo, et al.
Pubblicazione: (2019-06-01)

A systematic review of research on family resemblance approach to nature of science in science education
di: Cheung, KKC, et al.
Pubblicazione: (2022)

Methodological diversity in HPS-informed science education research
di: Erduran, S
Pubblicazione: (2021)

Investigating scientists’ views of the family resemblance approach to nature of science in science education
di: Wu, J-Y, et al.
Pubblicazione: (2022)

To FRA or not to FRA: what is the question for science education?
di: Dagher, ZR, et al.
Pubblicazione: (2023)

Bringing nuance to “the Science” in public policy and science understanding
di: Erduran, S
Pubblicazione: (2020)

The pedagogy of argumentation in science education: Science teachers’ instructional practices
di: Özdem Yilmaz, Y, et al.
Pubblicazione: (2017)

Drawing nature of science in pre-service science teacher education: Epistemic insight through visual representations
di: Erduran, S, et al.
Pubblicazione: (2018)

The Review of Fundamental Framework for Reflective Thinking and Practice in Science Education: Implications for Transformative Science Learning
di: Pipih Nurhayati, et al.
Pubblicazione: (2023-12-01)

Ethical commentaries must be based on sound science.
di: Pandit, J
Pubblicazione: (1998)

Policymakers’ views of future-oriented skills in science education
di: Ioannidou, O, et al.
Pubblicazione: (2022)

Who's done what? The Human Side of the Science Enterprise
di: Swiss Medical Weekly
Pubblicazione: (2001-06-01)

The Transformation and Observations of AI for Science (AI4S) Driven by Artificial Intelligence
di: SUN Tan, ZHANG Zhixiong, ZHOU Lihong, WANG Dongbo, ZHANG Hai, LI Baiyang, YONG Suhua, ZUO Wangmeng, YANG Guanglei
Pubblicazione: (2023-10-01)

Reconceptualised family resemblance approach to nature of science in pre-service science teacher education
di: Kaya, E, et al.
Pubblicazione: (2018)

The Effectiveness of a Must-Have Practical Work in Tertiary Life Science Education
di: Marina Constantinou, et al.
Pubblicazione: (2020-08-01)

Argumentation in science and religious education: An interdisciplinary study on teaching and learning in British schools
di: Erduran, S
Pubblicazione: (2021)

Toulmin’s argument pattern as a “horizon of possibilities” in the study of argumentation in science education
di: Erduran, S
Pubblicazione: (2018)

Policymakers’ Views of Future-Oriented Skills in Science Education
di: Olga Ioannidou, et al.
Pubblicazione: (2022-06-01)

Contributions of the family resemblance approach to nature of science in science education: A review of emergent research and development
di: Erduran, S, et al.
Pubblicazione: (2019)

Looking at the social aspects of nature of science in science education through a new lens
di: Kaya, S, et al.
Pubblicazione: (2018)

Eszter Hargittai (Ed.). Research exposed. How empirical social science gets done in the digital age
di: Sophie Mützel
Pubblicazione: (2022-09-01)

Future-Oriented Learning for Inclusive Science Education Teaching and Learning Resources for Secondary Education
di: Erduran, S, et al.
Pubblicazione: (2024)