Teachers report AI tools enhance students' higher-order scientific skills including experimental design, inquiry, hypothesis testing, and argumentation¶

Claim · All claims
Evidence · 1 study · qualitative r? · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Teachers perceive AI tools as significantly enhancing students' acquisition of higher-order scientific skills such as experimental design, inquiry, data analysis, modeling, and argumentation. → Li 2025

Evidence¶

Li 2025¶

Li, S. (2025). Artificial Intelligence in Science Learning within the Framework of Situated Learning Theory: A Qualitative Investigation of Teachers' Perspectives. Creative Education, 16, 1858-1882. https://doi.org/10.4236/ce.2025.1611114

q2 · i? · qualitative · r?

Thematic finding from the RQ1 section of the teacher interview/questionnaire study. Teachers described students designing experimental plans autonomously, generating and testing hypotheses, and analyzing long-term plant growth data with AI support.

"Teachers reported that AI tools significantly enhanced students' acquisition of higher-order scientific skills, including experimental design, inquiry, hypothesis testing, data analysis, modeling, argumentation, and creative exploration."

Discussion¶

Learner Variables¶

• Problem Solving — outcome: instruction changes it

Related Claims¶

• The review reports, citing Karamustafaoğlu and Pektaş (2023), that inquiry-based STEM activities significantly enhance students' problem-solving skills and STEM awareness — related
• Teachers reported that simulations, adaptive feedback, and hands-on STEM activities supported students' conceptual understanding and engagement with scientific problem solving — related
• AI tools are reshaping traditional experimental approaches and creating novel opportunities for enhanced learning experiences in chemistry — related
• AI-driven methodologies in chemistry laboratory classes foster deeper understanding of chemical phenomena while raising questions about human intuition and creativity — related
• In one qualitative interview study, science teachers report that AI tools let students experience risky or inaccessible phenomena and practise virtually before real lab work — related
• TAIA students perceived more teacher support for hypothesis generation and argumentation and enjoyed inquiry more; perceived experiment-related support did not differ — related
• TAIA produced higher adjusted post-test scientific achievement than worksheet-supported inquiry, controlling for pre-test and ICT competency — related
• Interviewed ADI students reported engaging in scientific practices such as identifying variables, finding patterns in data, and developing methods, while no comparison-group students did — related
• Student participation in validating and iteratively refining AI-generated simulations promotes physics understanding and problem-solving skills — related
• Interviews with three science teachers corroborated the quantitative results, reporting perceived improvements in analytical reasoning, conceptual integration, inquiry-based exploration, and creative scientific thinking — a narrower finding that bears on this claim
• Open inquiry enhances students' science literacy and related skills such as environmental literacy, argumentation, autonomy and reflection — related