Enact-Examine-Extract (E3): an epistemic tool to scaffold upper elementary students’ conceptual and epistemic understanding of artificial intelligence
Abstract Background The growing societal presence of artificial intelligence (AI) necessitates that students develop not only conceptual understanding (CU) of AI mechanisms but also epistemic understanding (EU) of how AI knowledge is generated, constructed, warranted, and constrained. Responding to...
محفوظ في:
| المؤلفون الرئيسيون: | , |
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| التنسيق: | Artigo |
| اللغة: | Inglês |
| منشور في: |
SpringerOpen
2026-03-01
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| سلاسل: | International Journal of STEM Education |
| الموضوعات: | |
| الوصول للمادة أونلاين: | https://doi.org/10.1186/s40594-026-00604-3 |
| الوسوم: |
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