Potential Abstract: This study examines the impact of techno-social factors on learning science through the lens of artificial intelligence. Utilizing a mixed-methods approach, data is collected from a diverse sample of students in K-12 settings to explore how factors such as access to technology, social interactions, and personal motivation influence the effectiveness of learning science concepts. The research employs advanced artificial intelligence techniques to analyze the data and identify patterns that can enhance instructional practices and learning outcomes in science education. Findings reveal that the interplay between technology, social dynamics, and individual characteristics plays a crucial role in shaping the learning experience and academic achievement in science. The study contributes to the growing body of literature on the intersection of technology, society, and education, shedding light on the complex interactions that influence learning in STEM disciplines. Practical implications for educators and policymakers are discussed, highlighting the importance of considering techno-social factors in designing effective science instruction that caters to diverse student needs and learning styles.
Potential References:
- Artificial intelligence in the long view: from mechanical intelligence to cyber-social systems
- A social science perspective on artificial intelligence: Building blocks for a research agenda
- HUMAN IN NEW TECHNO-SOCIAL REALITY
- Causes and Reasons–Decisions, Responsibility, and Trust in Techno-Social Interactions
- TECHNO-SCIENCE AS A SOCIAL PROJECT: PROBLEMS AND RISKS OF PUBLIC PARTICIPATION
