Designing AI-Based Inquiry to Assess and Improve Elementary Students’ Environmental Health Literacy

• Sponsor
  National Institute of Environmental Health Sciences of the National Institutes of Health
  $5,000

• Principal investigator
  Rita Mathew
  Doctoral student, Department of Workforce Education and Instructional Technology

• Co-principal investigators
  Emily Adah Miller
  Assistant professor, Department of Mathematics, Science, and Social Studies Education
  

  Wentao Li
  Assistant professor, College of Public Health
  

  Xiaoming Zhai
  Assistant professor, Department of Mathematics, Science, and Social Studies Education
  

• Active since
  June 2023

Abstract

One of the problems related to environmental literacy is that children are impacted by misinformation in the media regarding skin cancer. Minority and disadvantaged populations are disproportionately affected by this dissemination.

The U.S. surgeon general (DHHS, 2014) describes skin cancer as simultaneously the most diagnosed cancer and among the most preventable. “Playing outdoors is better for children than staying indoors” (Keifer & Mathew, 2021); “Sunshine is critical for vitamin D production,” are examples of ideas promoting the benefits of sunshine. Social media, however, offers disparate views about science. Thus, kids might be confused with whether science supports the benefits of sunshine (Jindal et al, 2020).

When compared to the threat of skin cancer, risks may outweigh the benefits of sunshine. Without credible sources, and their equitable access across demographic groups, children are challenged to self-protect and avoid skin damage and resultant skin cancer. While non-Hispanic white populations have the highest incidence and mortality rates, black and Hispanic populations have poorer survival outcomes (Watson et al, 2016).

Led by a team of experts in workforce education, artificial intelligence (AI), science education, and public health, this project aims to understand how fifth grade students evaluate ideas about scientific consensus regarding effects of UV radiation on human health. We will examine how students use scientific reasoning to analyze information in mass media about risks of UV radiation.

Innovative AI-based inquiry activities will be developed based on Zhai’s work (Herdliska & Zhai, forthcoming; Zhai, 2021) to assess and improve students’ public health literacy, focusing on how they use social media critically, contrasting new information with scientific consensus. The findings will make a significant contribution to elementary science education. The tasks will use a collaborative setting to develop problem solving skills. Learning to make appropriate choices to reduce harmful effects of UV radiation will lower future mortality and morbidity and their associated costs.