While Artificial Intelligence (AI) has long been a staple in Computer Science (CS) discourse, recent advancements in AI technologies have notably reshaped society and influenced the everyday lives of students. In this context, this paper investigates the conceptions of AI among school students in grades 7 to 10 in Germany within the Model of Educational Reconstruction, using drawing techniques and seek-and-find drawings in the field of CS Education Research (CSER). According to our findings, learners often hold conceptions about AI influenced by the media, frequently involving anthropomorphism, wherein human characteristics are attributed to AI. As a result, most of their drawings associate AI with robots having arms, legs, and a brain. Additionally, concrete technical objects, such as drawings of voice assistants like Siri and Alexa, are also perceived as AI. However, there are also some drawings that present more scientifically accurate conceptions. These insights underscore the necessity for CS Education to recognize and address these naive conceptions, fostering a more precise and scientifically grounded understanding of AI. Our study introduces a methodological approach to integrating drawings into the field of qualitative CSER and shares insights into valuable lessons learned regarding what worked well and what did not for future research projects.
While Artificial Intelligence (AI) has long been a staple in Computer Science (CS) discourse, recent advancements in AI technologies have notably reshaped society and influenced the everyday lives of students. In this context, this paper investigates the conceptions of AI among school students in grades 7 to 10 in Germany within the Model of Educational Reconstruction, using drawing techniques and seek-and-find drawings in the field of CS Education Research (CSER). According to our findings, learners often hold conceptions about AI influenced by the media, frequently involving anthropomorphism, wherein human characteristics are attributed to AI. As a result, most of their drawings associate AI with robots having arms, legs, and a brain. Additionally, concrete technical objects, such as drawings of voice assistants like Siri and Alexa, are also perceived as AI. However, there are also some drawings that present more scientifically accurate conceptions. These insights underscore the necessity for CS Education to recognize and address these naive conceptions, fostering a more precise and scientifically grounded understanding of AI. Our study introduces a methodological approach to integrating drawings into the field of qualitative CSER and shares insights into valuable lessons learned regarding what worked well and what did not for future research projects.