ע 243 בילה וילדר ממן, תמי זייפרט ספר הכנס העשרים ואחד לחקר חדשנות וטכנולוגיות למידה ע"ש צ'ייס: האדם הלומד בעידן הדיגיטלי א' בלאו, ד' אולניק - שמש, נ' גרי, א' כספי, י' סידי, י' עשת - אלקלעי, י' קלמן ו נ' ברנדל )עורכים(, רעננה: האוניברסיטה הפתוחה שילוב בינה מלאכותית בבית ספר יסודי ל פיתוח עצמאות, חשיבה ביקורתית ויצירתיות במסגרת מחקר פעולה )פוסטר( תמי זייפרט מכללת סמינר הקיבוצים Tami.Seifert@smkb.ac.il בילה וילדר ממן מכללת סמינר הקיבוצים Bilavm1@gmail.com Integrating Artificial Intelligence in Elementary School to Develop Autonomy, Critical Thinking, and Creativity within an Action Research Framework (Poster) Bila Vilder Maman Kibbutzim College of Education, Technology and the Arts Bilavm1@gmail.com Tami Seifert Kibbutzim College of Education, Technology and the Arts Tami.Seifert@smkb.ac.il Abstract In recent years, artificial intelligence tools have become increasingly accessible to elementary school students, yet empirical research examining their impact on young learners remains limited. Existing literature highlights the significant potential of artificial intelligence to promote active, adaptive, and reflective learning, while also warning of risks associated with technical, dependent, and uncritical use, particularly in the absence of active pedagogical mediation (Luckin et al., 2016; Zhai et al., 2024). This gap is especially salient in elementary education, where students are in early stages of cognitive and value development and their capacity for independent judgment is still emerging. The present study seeks to address this gap through an empirical examination of the integration of artificial intelligence in teaching fifth and sixth grade students in a public elementary school in northern Israel. The choice of this population is grounded in the understanding that learning patterns and attitudes toward technology are shaped during these years, and that pedagogical intervention at this stage may have a lasting impact. Research conducted within the Israeli educational context similarly emphasizes the need for pedagogical mediation and the development of critical judgment when integrating advanced technologies in elementary education (Avni & Rotem, 2017; Meishar ־Tal, 2023). Accordingly, and in line with perspectives that conceptualize artificial intelligence as a support for thinking rather than a substitute for the teacher (Holmes et al., 2019), the study was designed as an action research project involving cycles of planning, implementation, observation, and reflection. The findings align with prior studies reporting a gradual shift from dependent and unreflective use of artificial intelligence toward more strategic and critical engagement when integration is scaffolded and pedagogically guided (Aravantinos et al., 2024). Across three intervention cycles, students demonstrated increased ability to formulate questions, distinguish between reliable and unreliable information, and apply critical judgment, alongside a reduction in copying behaviors and automatic
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