Research Matters

Since the implementation and use of technology with AI has rapidly evolved, the process of research for children looks and feels much different than when we were children. I still remember taking an undergraduate course in college on how to ‘use key words’ when navigating the tool bar and researching databases using the Internet. Today, elementary-aged children have adapted and use their devices to quickly learn how key words and phrases can lead to new findings and knowledge on any topic they desire. Elementary school children!

The conversations about AI and ‘time and place’ have been one to explicitly teach in Multi-age 3/4 with our research topics on animals that live in Hawai`i. From my last blog on A Deep Dive into Kuleana, I mentioned that our children “gained valuable research skills in how to take notes on databases, which include skimming research to find the key words and extracting information so that our research findings are in our own words. Students have even taken time to create nonfiction text features, such as bolded words, diagrams, photographs with captions, and fun facts to support their additional findings.”

This week, I wanted children to cross reference and extend their research with the use of AI. To begin our discussion, we posed the question about why we should tread cautiously but also recognize that AI can be a very useful tool for research. Here’s what they said:

“It’s fast and easier to use Google Gemini.”
“You can rely on it.”
“It gives you ideas.”
“It can give you accurate data.”
“You have to ask yourself if it’s true and real. Make sure you are very specific so that you get the information you are looking for.”

I acknowledged that the children were very aware of AI’s strengths and areas that are continually being questioned within the field of education. However, to dismiss it or pretend that children don’t love to ask Google for quick and easy answers could diminish their capabilities. Children need to be aware of the misinformation or constraints with AI. And, I also want children to acknowledge that having a variety of sources for research matters, such as databases, books, videos, interviews, research trips, and AI. They are all powerful tools.

This is only the beginning of our discussions on AI and its uses in our community. We explored our research topic further with Google Gemini with the questions in mind, “It is true? Is it real? Does it seem to match my research as a scientist?” Conversations will be at the forefront of our learning to prepare children for their futures as scientists and researchers at Mid-Pacific Institute.

And, of course, research trips are authentic ways to collect data as scientists! Children raved about our recent trip to Waiawa with Keiki o ka `Āina. It was incredible for the children to observe invasive species and how they are destroying our fragile ecosystem and the species that thrive there. We found and removed coconut rhinoceros beetle larvae while planting niu (coconut tree) and reminded ourselves about how each time we mālama the ‘āina, we make a positive impact. The children fished for invasive species, such as roi and catfish, in the loko ea (fishpond), to help perpetuate the future of our native fish. We learned how Hawaiians all lived sustainably in different ahupua`a and their roles were their kuleana within the community. Could we think sustainably about our roles within our local community today?

 

 

Within the broad concept of research, it’s with these different learning experiences that the children are beginning to see that their kuleana is valuable and meaningful for the sake of our future.