저학년용 AI 교육용 도서에 나타난 AI 내용 요소 분석과 비판적 고찰

Abstract

In this study, we attempted to analyze the AI literacy content elements found in artificial intelligence textbooks, focusing on educational books for lower grades, and seek a direction for developing artificial intelligence educational books for lower grades through critical consideration. As a result of this study, it was found that there was some bias in the proportion of common areas of elementary school artificial intelligence education subjects shown in artificial intelligence literacy education books for lower grades. Elementary schools are places where basic artificial intelligence literacy education must be provided to school-age students entering the era of artificial intelligence. Students in lower grades must also receive appropriate artificial intelligence literacy education tailored to their grade level of development. Therefore, even if it is a somewhat difficult and unfamiliar concept or theory without bias in each area, teaching and learning materials that take into account the developmental characteristics of lower grades should be developed and actively reflected in the elementary school artificial intelligence education content system.