A Case Study on Critical Thinking and Artificial Intelligence in Middle School

 

ABSTRACT

The purpose of the case study was to understand the use of technology, particularly AI, for public middle school teachers in Michigan for critical thinking and problem-solving skills among students. The theory that guided this study was the constructivist theory. The constructivist learning theory involves people learning from their experiences and prior background knowledge. Consistent with the case study, the focus was on using AI in the classroom to engage learners and create criical thinkers and problem solvers for 21st-century skills. This qualitative study primarily sought to investigate educators' views regarding students' critical thinking abilities and assess how educators use artificial intelligence in the classroom to facilitate student opportunities to participate in problem-solving activities. The qualitative case collected data from middle school educators and gained insight into experiences with technology, particularly AI, in the classroom. Data collection consisted of observations and interviews. The analysis used triangulation to determine themes and reveal if AI correlates in the classroom with instruction to create critical thinking skills and authentic experiences. The results from the study included a minimal amount of AI in the middle school setting, participants not being comfortable with how to implement AI in the educational setting, and students not progressing adequately in critical thinking.