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I agree with Furkan, in my own program I think that explaining abstract things to students by making them concrete and understanding abstract things is the most difficult part. Teachers have to teach the lesson by giving examples from real life as much as possible. Otherwise, things are not clear in the minds of the students. It may be more difficult to convey these things to younger students than to students in 8th or 7th grade. I also think that working with robots is the most interesting part for students. Even at this age, we are surprised by artificial intelligence and how far it has come, but for young children it is more fascinating.

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Examination of the Artificial Intelligence Applications course reveals insightful observations. You effectively pinpoint potential challenges for both teachers and students, showcasing a keen understanding of specific units like Block-Based Development Environments and the Image Processing Project. While your positive insights into the engaging aspects of AI usage are commendable, providing practical solutions for the identified challenges would enhance the overall feedback. Additionally, clarifying the source of information about the course implementation year would strengthen the accuracy of your analysis.

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It was noted how difficult it is to train artificial intelligence. Due to the intricate arithmetic, programming, and computer science principles involved, artificial intelligence may be quite difficult for students to understand. Acquiring knowledge of abstract concepts, particularly fuzzy logic, can provide challenges for pupils in terms of their intuitive understanding. But I believe that by utilizing engaging and innovative teaching strategies, instructors can help students better comprehend these subjects. Students may gain a deeper understanding of these difficult subjects by using interactive apps and real-life instances.

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I agree with my friend Ahmet Burak, who gave similar answers to the questions I answered for the primary school level. Abstract thinking and problem-solving with different algorithms is a subject that will be difficult for both students and teachers at the secondary school level. In particular, these concepts should be developed as pseudocode for a long time before starting coding applications. In addition, regarding Ethics unit, middle school students entering adolescence may exhibit undesirable examples and behaviors, which can challenge the teacher.

Based on my internship experience, robotics, and mobile coding are among the favorite subjects of high school students. Block-based coding seems more boring to students if they experience it in primary school. Students' motivation increases when they produce a concrete product especially in robotic coding.

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When I examined Buğra's Task, I realized that the units and their achievements can be evaluated very differently depending on the age groups of the students. 1-4. It is very normal for students in different grade age groups to generally have difficulty understanding abstract terms and overly technical terms. For teachers, as I mentioned in my own assignment, trying to teach students skills related to problem solving would be challenging because some students may not have the ability to do this and it would be difficult for them to develop. It makes it difficult for the teacher to find appropriate methods when teaching such students. Also, I completely agree with Buğra's ideas about "Creating Products". What is most important for students in this age group and what makes the course remarkable is that they create products by combining their creativity in a playful context.

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https://docs.google.com/document/d/1AYBHq6oUSPPx-lMumEqYYXa0evWlR5zijBtCQ5valkQ/edit?usp=sharing

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GökçeKaya_lecturetask1

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https://docs.google.com/document/d/1Uo2fkJAoSrdLnSm9JWqCh0MvM18WAmuyUyN25oai3R4/edit?usp=sharing

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Grade 1-4 ICT Course MEB Curriculum and Objectives

http://mufredat.meb.gov.tr/Dosyalar/2018813171732131-4-2018-91%20Bili%C5%9Fim%20Teknolojileri%20ve%20Yaz%C4%B1l%C4%B1m%20(1-4.%20S%C4%B1n%C4%B1flar).pdf

Grade 5-6 ICT Course MEB Curriculum and Objectives

http://mufredat.meb.gov.tr/Dosyalar/2018124103559587-Bili%C5%9Fim%20Teknolojileri%20ve%20Yaz%C4%B1l%C4%B1m%205-6.%20S%C4%B1n%C4%B1flar.pdf

Grade High School Prep- CS Course MEB Curriculum and Objectives

https://mufredat.meb.gov.tr/Dosyalar/2018120203611364-BILGISAYAR%20BILIMI%20DERSI%20OGRETIM%20PROGRAMI.pdf

Elective- Artificial Intelligence Curriculum (Middle School)

https://mufredat.meb.gov.tr/Dosyalar/2023112493011132-23174117_yapayzekauygulamalaridersiogretimprogrami_3.23.pdf

YZ Öğretmen Kılavuz Kitabı (örnek):

https://akcaabatsml.meb.k12.tr/meb_iys_dosyalar/61/02/963302/dosyalar/2023_12/06100824_yapayzeka1.pdf

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7. ve 8.sınıflar için Yapay Zeka - Task1

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7. ve 8.sınıflar için Yapay Zeka - Task1