Teachers observe AI tools foster students' scientific identity and agency, shifting them from knowledge learners toward scientific practitioners¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Teachers perceive that AI tools help students develop ownership, agency, and a scientific identity as active investigators rather than passive learners. → 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 · r2

RQ1 theme on transformation of learner identity and agency, drawn from teacher accounts in the qualitative study. Other teachers described students exploring "like little mathematicians who verify and discover knowledge using AI tools".

"AI "significantly enhanced students' interest in science learning and promoted their transformation from 'knowledge learners' to 'scientific practitioners'" (Teacher 05)."

Discussion¶

Learner Variables¶

• Identity — outcome: instruction changes it

Related Claims¶

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