Artificial intelligence education for secondary students the effect of its content on artificial intelligence literacy

In this research, it is aimed to examine the effect of artificial intelligence education content developed for secondary school students on artificial intelligence literacy. In addition to providing a quantitative analysis with the artificial intelligence literacy achievement test for the application process, a detailed analysis was made by taking the opinions of both the students who received the training and the field experts. Since the research includes both quantitative and qualitative studies, the study was carried out in a mixed method model. In this study, the Sequential Explanatory method, which is one of the mixed method models, was used. One group pre-test-post-test design, one of the weak experimental design, was used in the quantitative aspect of the study. In the qualitative part of the research, a semi-structured interview form was used to get expert opinions and student opinions on the implementation process of the research. Descriptive analysis method was used for the analysis of qualitative data. Case study design, one of the qualitative research designs, was used. Data were collected according to the case study pattern. The data were divided into themes and codes according to the interview questions. The study group of the research consists of 18 students in total from 6th grade students in a non-formal education institution of a district municipality in Istanbul and 3 people whose expert opinions were taken for qualitative study. This study group was selected by convenient sampling method. Within the scope of the artificial intelligence literacy training program, a 14-module training content was developed based on the Taba model and based on Vygotsky's module approach. The general success of the students; It was created with the scores they got from the pre-test at the beginning of the implementation of 14 modules and the post-test at the end of the application. The reliability study of the artificial intelligence literacy achievement test was applied to 171 students. Within the scope of the reliability of the test, KR-21 analysis was also performed. One of the parametric statistical methods, the Dependent Sample t-test, was used to determine the relationship between the pre-test and post-test used on the study group. As a result of the analysis, it was concluded that there was a difference in favor of the post-test between the pre-test and post-test scores of the students who attended the training, and this difference was statistically significant. When the achievement test of the students participating in the training was evaluated, it was concluded that the pre-test mean score was X̄=25, the standard deviation was S=13.79, the post-test mean score was X̄=61.86, and the standard deviation was S=15.52. [t (17) =-8,872 p<.05]. According to these results, it can be said that the artificial intelligence education content developed for children has a significant impact on the development of children's artificial intelligence literacy. In the qualitative data obtained from the students participating in the training, they stated positive statements about the themes of platform use and educational achievements for the educational process. According to the results obtained from the opinions of the experts, the importance of artificial intelligence literacy was emphasized, and they stated that the existing studies should be increased.