AI正改变小学科学教育，但应用仍碎片化且缺乏公平性。
Artificial Intelligence in Elementary STEM Education: A Systematic Review of Current Applications and Future Challenges
- 系统梳理258项研究，按八大类分析AI在小学科学教育中的应用。
- 多数研究聚焦高年级数学，仅15%实现跨学科整合，效果评估不足。
- 揭示八大现实障碍，呼吁构建适合儿童、保护隐私、教师主导的AI教育系统。
人工智能（AI）正在重塑小学阶段的科学、技术、工程与数学（STEM）教育，但现有证据仍零散。本系统综述整合了2020至2025年间258项研究，涵盖八类应用：智能辅导系统（占45%）、学习分析（18%）、自动评估（12%）、计算机视觉（8%）、教育机器人（7%）、多模态感知（6%）、AI增强的扩展现实（XR）（4%），以及自适应内容生成。分析显示，多数研究集中于高年级学生（65%）和数学领域（38%），跨学科整合比例仅15%。尽管对话式AI表现出中等效果（报告效应量d = 0.45–0.70），但仅有34%的研究提供标准化效应值。研究指出八个主要局限：生态系统碎片化、发展适宜性不足、基础设施障碍、缺乏隐私框架、弱化STEM整合、公平性差距、教师边缘化及评估范围狭窄。地理分布极不均衡，90%研究来自北美、东亚和欧洲。未来方向应聚焦可互操作架构、符合学段的设计、隐私保护分析，以及以教师为中心、增强而非替代人类专业性的实施模式。
原文摘要 · Abstract (English)
Artificial intelligence (AI) is transforming elementary STEM education, yet evidence remains fragmented. This systematic review synthesizes 258 studies (2020-2025) examining AI applications across eight categories: intelligent tutoring systems (45% of studies), learning analytics (18%), automated assessment (12%), computer vision (8%), educational robotics (7%), multimodal sensing (6%), AI-enhanced extended reality (XR) (4%), and adaptive content generation. The analysis shows that most studies focus on upper elementary grades (65%) and mathematics (38%), with limited cross-disciplinary STEM integration (15%). While conversational AI demonstrates moderate effectiveness (d = 0.45-0.70 where reported), only 34% of studies include standardized effect sizes. Eight major gaps limit real-world impact: fragmented ecosystems, developmental inappropriateness, infrastructure barriers, lack of privacy frameworks, weak STEM integration, equity disparities, teacher marginalization, and narrow assessment scopes. Geographic distribution is also uneven, with 90% of studies originating from North America, East Asia, and Europe. Future directions call for interoperable architectures that support authentic STEM integration, grade-appropriate design, privacy-preserving analytics, and teacher-centered implementations that enhance rather than replace human expertise.
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