A Developmental Model for AI in K-12 STEM - Educational Opportunities and Challenges for Teachers and Students
Type of Research: Utah Tech Educational Poster
Research and Authors: Rylynn Peters & Michael Hammond-Todd
Abstract: In the past decade AI use and modeling within the STEM fields has rapidly accelerated with examples of its use by scientists in medical research (Ghazalah et al, 2023), endangered wildlife conservation (Dilkina, 2022) and the development of hardware on space vehicles by NASA (Hill, 2024). The use in the STEM fields to predict, monitor and develop new technologies illuminates how
AI in science often differs than other sectors of society that educators need to be aware of. Like AI in the STEM fields this rapidly developing technology is also being adopted widely across educational systems with studies illuminating both opportunities and challenges in science education (Jin et al, 2023). An emerging subfield, AI in Science Education (AISE), explores its use by K-12 students and educators within different educational contexts. This poster presents a developmental model for AISE as it relates to children's study of natural phenomenon in nature (Lee & Grapin, 2022), experimental design, scientific testing and practical prototyping/problem solving within community and real-world contexts at different grade levels.
Status: Completed and presented as an educational poster at the 2024 Utah Tech University Research Symposium
Research and Authors: Rylynn Peters & Michael Hammond-Todd
Abstract: In the past decade AI use and modeling within the STEM fields has rapidly accelerated with examples of its use by scientists in medical research (Ghazalah et al, 2023), endangered wildlife conservation (Dilkina, 2022) and the development of hardware on space vehicles by NASA (Hill, 2024). The use in the STEM fields to predict, monitor and develop new technologies illuminates how
AI in science often differs than other sectors of society that educators need to be aware of. Like AI in the STEM fields this rapidly developing technology is also being adopted widely across educational systems with studies illuminating both opportunities and challenges in science education (Jin et al, 2023). An emerging subfield, AI in Science Education (AISE), explores its use by K-12 students and educators within different educational contexts. This poster presents a developmental model for AISE as it relates to children's study of natural phenomenon in nature (Lee & Grapin, 2022), experimental design, scientific testing and practical prototyping/problem solving within community and real-world contexts at different grade levels.
Status: Completed and presented as an educational poster at the 2024 Utah Tech University Research Symposium
| 2024 AI in K-12 STEM.pdf |
Desert Adventures Learning App Prototype for Children - Using Xcode Swift to Create and Analyze m-STEM in Outdoor Settings
Type of Research: Utah Tech Educational Poster
Research and Authors: Rylynn Peters & Michael Hammond-Todd
Abstract: While many mobile applications have been developed for adult visitors to parks, museums, and nature centers, very few programs exist that are specifically designed to meet the needs of children and youth in informal science settings. During the recent Covid-19 pandemic, the use of remote learning had become particularly important due to impacts on park and museum interpretation programs for schools and youths. Many national park programs have used educational technologies such as Zoom to provide outreach to facilitate learning with schools and other young visitors (De
La Rosa, 2020, sec. 22). However, there is a need to provide remote educational enrichment and learning to young visitors at sites within museum and outdoor setting as well through the use of mobile technologies and educational apps. The purpose of this research poster is to present a conceptual model the researchers designed for m-STEM that young people (ages 8-12) wanting to learn more about desert plants, animals and geology can use in local desert settings and other natural environments. In addition to describing how the Swift app was created, an analysis of the design strengths and limitations including possible future use of educational apps similar to the Desert Adventures app the researchers created for this project.
Status: Completed and presented as an educational poster at the 2023 Utah Tech University Research Symposium
Research and Authors: Rylynn Peters & Michael Hammond-Todd
Abstract: While many mobile applications have been developed for adult visitors to parks, museums, and nature centers, very few programs exist that are specifically designed to meet the needs of children and youth in informal science settings. During the recent Covid-19 pandemic, the use of remote learning had become particularly important due to impacts on park and museum interpretation programs for schools and youths. Many national park programs have used educational technologies such as Zoom to provide outreach to facilitate learning with schools and other young visitors (De
La Rosa, 2020, sec. 22). However, there is a need to provide remote educational enrichment and learning to young visitors at sites within museum and outdoor setting as well through the use of mobile technologies and educational apps. The purpose of this research poster is to present a conceptual model the researchers designed for m-STEM that young people (ages 8-12) wanting to learn more about desert plants, animals and geology can use in local desert settings and other natural environments. In addition to describing how the Swift app was created, an analysis of the design strengths and limitations including possible future use of educational apps similar to the Desert Adventures app the researchers created for this project.
Status: Completed and presented as an educational poster at the 2023 Utah Tech University Research Symposium
| 2023 Mobile Learning Poster - Desert Adventures.pdf |
Exploring the Microverse With Elementary Students - Microscope & Magnifying STEM Activities in Elementary Education
While many elementary students across Canada and the United States study objects in the night sky such planets, moons, and asteroids that are largely invisible without the aid of a telescope, the same cannot be said for the microverse. In fact, while there are specific curriculum standards in many states, provinces and territories, STEM standards related to study and use of microscopes are quite rare before the fifth grade (Grade 5 in Canada). This poster describes the development of an experimental microscope lab and activities for students and families who participated in a STEM night at a local elementary school in Southwestern Utah. Key findings from this experimental program were shared with officials within district and state STEM education agencies for possible future expansion and inclusion of microscope activities, lessons and educational standards for elementary students in Utah.
| Microscope & Magnifhying Stem Activities in Elementary Education.pdf |
The Design and Use of Mobile Learning Apps in Marine Science Education by Elementary Students at Vancouver Island University's Deep Bay Marine Research Field Station
Type of Research: Vancouver Island University Research Grant
Researchers & Authors: Michael Hammond-Todd & Rachel Moll
Abstract: This research explores the design and use of mobile learning app for marine education at Deep Bay Marine Field Station. In this study, the researchers (principal investigator and co-investigator) will work together with Deep Bay staff to design mobile learning activities for youth visiting the marine field station. After mobile apps are designed we will pilot the mobile learning activities with youth (aged 8-12) visiting Deep Bay Marine Field Station through the creation of a mobile educational kiosk using iPads. After completing the mobile learning activities at different learning stations with the app during their visit, participating youth will be asked to complete an anonymized paper-based survey to evaluate mobile learning activities. Participant feedback will be used to refine the mobile learning activities and mobile application for marine science centres. Surveys will also be utilized to determine whether the mobile learning activities increased the participating students’ knowledge marine science and related research activities at Deep Bay. Once complete, this research will be shared with other marine and science educators and could be extended to other local and regional sites such as Milner Gardens or Science World in Vancouver.
Status: Completed in the spring of 2019 and presented at CSSE (Canadian Society for the Study of Education) in Vancouver, British Columbia: link.
Mobile Interpretive Apps as Educational Mediating Tools in Science Education: Participant-based Digital Design in Natural History and Science Museums
Type of Research: University of Victoria Dissertation
Researcher & Author: Michael Hammond-Todd
Abstract: The use of mobile and social learning media for K-12 students continues to rapidly increase in both formal and informal learning environments. While many educational apps have been developed for adult visitors to museums and science and technology centres (STCs), very few programs exist that are specifically designed to meet the unique learning and interpretive needs of elementary students in these learning environments. This dissertation explores the inclusion and development of children’s ideas and digitally mediated interpretive activities for peers within the exhibits of the natural history gallery at the Royal British Columbia Museum (RBCM) in Victoria, British Columbia. In this triangulated case study, thirteen Grade 4 and 5 students, five museum interpreters, and six elementary teachers worked in teams to design educational apps for their peers using experimental software specifically designed for this project. Five design teams composed of 2-3 students, one teacher, and a museum educator designed a wide variety of science activities for the natural history gallery at the RBCM. The results of triangulation indicate that mobile interpretive apps acted as imperfect but important educational mediating tools for the participants in this study. While elementary students were successful in creating mobile apps for the natural history gallery, issues around the use of older iPad 2 systems in combination with the complexity of the experimental software posed significant challenges for the participants in this study. The dissertation concludes with an examination of how informal science institutions can move beyond educational interactivity to more participatory frameworks that include the ideas and voices of young people within mobile learning and educational app development at natural history museums and STCs.
Status: Completed in the summer of 2018. Dissertation can be accessed at the following link: dspace.library.uvic.ca//handle/1828/9967