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This chapter considers AI not only as a technological tool but also as a socio-technical system. AI literacyAI literacy is defined as a complex concept, posing challenges for its integration into STEM educationSTEM education. The chapter specifically focuses on secondary education and addresses two research questions: (1) How do STEM teachers understand AI literacyAI literacy and perceive the use of AI in their daily teaching practices? (2) How can we support STEM teachers in enhancing their professional competencies to foster students’ AI literacyAI literacy development? Grounded in a theoretical framework linking AI literacyAI literacy, STEM educationSTEM education, and teacher education, empirical work is conducted with mathematics teachers to explore their perceptions of AI use in Danish high schools through qualitative interviews. The results inform the development of various strategies for professional developmentProfessional development that support both STEM teachers and students in advancing AI literacyAI literacy in secondary education.

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AI Literacy and Professional Development in STEM Education

  • 章节

  • 发表日期：

    2025年

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  • Chunfang Zhou,
  • Simon Michael Rosenberg Petri,
  • Sumita Bhattacharyya

摘要

This chapter considers AI not only as a technological tool but also as a socio-technical system. AI literacyAI literacy is defined as a complex concept, posing challenges for its integration into STEM educationSTEM education. The chapter specifically focuses on secondary education and addresses two research questions: (1) How do STEM teachers understand AI literacyAI literacy and perceive the use of AI in their daily teaching practices? (2) How can we support STEM teachers in enhancing their professional competencies to foster students’ AI literacyAI literacy development? Grounded in a theoretical framework linking AI literacyAI literacy, STEM educationSTEM education, and teacher education, empirical work is conducted with mathematics teachers to explore their perceptions of AI use in Danish high schools through qualitative interviews. The results inform the development of various strategies for professional developmentProfessional development that support both STEM teachers and students in advancing AI literacyAI literacy in secondary education.