AI-assisted inquiry produced larger decision-making gains than inquiry-only and traditional instruction in secondary climate-change education¶

Claim · All claims
Evidence · 1 study · causal r? · q3
Currency · newest study 2026 · checked against its sources 2026-10-17 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q3 i? Secondary students in the AI-assisted inquiry group improved more in decision-making reasoning than students in inquiry-only and traditional instruction groups. → Dimitrios Gousopoulos 2026

Evidence¶

Dimitrios Gousopoulos 2026¶

Dimitrios Gousopoulos. (2026). Can AI-Assisted Inquiry Enhance Students' Decision-Making Skills in Socio-Scientific Issues? A Three-Group Experimental Study on Climate Change. International Journal of Advanced Multidisciplinary Research and Studies. https://doi.org/10.62225/2583049X.2026.6.3.6516

q3 · i? · causal · r?

Three-group pretest-posttest experiment with 270 secondary students (90 per group) comparing AI-assisted inquiry, inquiry without AI, and traditional instruction on climate-change decision-making. The study reports that "The AI-assisted group improved most, ahead of inquiry-only and of traditional instruction."

"All three groups began at comparable, mostly low levels and all improved, but the gains differed sharply. The AI-assisted group improved most, ahead of inquiry-only and of traditional instruction."

Discussion¶

Learner Variables¶

Problem Solving — outcome: instruction changes it

The clearest AI-assisted advantages appeared on the stakeholder engagement, alternatives, implementation, and monitoring decision-making steps — a narrower finding that bears on this claim
Between-group effect sizes on decision-making gains were large for AI-assisted versus traditional instruction and moderate-to-large for AI-assisted versus inquiry-only — possibly the same claim (merge candidate)
Within the AI-assisted group, the frequency of checking the AI's claims against sources predicted decision-making gains, with no students flagged for over-reliance — related
All three instructional groups began at comparable, mostly low decision-making levels and all improved over the intervention — related
PAIR-C scaffolding shows mixed evidence for deep understanding and reduced misconceptions in emergent-phenomena instruction — related
Inquiry Based Teaching Improves Science Achievement — a broader claim this one bears on
Both instructional groups improved significantly from pre-test to post-test, with larger gains in the generative AI-supported group — related

Page metadata

Field	Value
`type`	`claim`
`id`	`ai-assisted-inquiry-largest-decision-making-gains-climate`
`title`	`AI-assisted inquiry produced larger decision-making gains than inquiry-only and traditional instruction in secondary climate-change education`
`description`	`AI-assisted inquiry produced larger decision-making gains than inquiry-only and traditional instruction in secondary climate-change education`
`status`	`review`
`evidence_strength`	`moderate`
`newest_evidence`	`2026`
`source_checked`	`2026-10-17`
`generated`	by `process:wiki-ingest` on `2026-10-10`
`trust`	unverified — no one has confirmed this page's content
`sources`	1 — `dimitrios-gousopoulos-2026`

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