Teachers express concern that student overreliance on AI may degrade independent thinking and hands-on scientific skills¶

Claim · All claims
Evidence · 1 study · qualitative r? · q2
Currency · newest study 2025 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Teachers fear excessive reliance on AI could weaken independent thinking, hands-on experimentation, and autonomous problem-solving. → 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?

RQ4 theme on concerns about overreliance and degradation of core scientific abilities, from the same fourteen-teacher qualitative study. Another teacher worried overreliance may degrade autonomous problem-solving and practical skills.

"As Teacher 07 warned, "If students rely too much on AI, they might lose the ability to think independently," and Teacher 05 added that such dependence could "weaken students' hands-on ability.""

Discussion¶

Learner Variables¶

• Academic and Critical Literacy — outcome: instruction changes it

Related Claims¶

• Over-reliance on GAI risks weakening teaching and social presence and depriving students of foundational skill development — possibly the same claim (merge candidate)
• Nursing academics fear GenAI overreliance undermines critical thinking, knowledge translation and graduates' readiness for safe clinical practice — related
• Faculty members and students anticipate AI will transform education and professions, sharing concerns that excessive dependence could weaken cognitive skills — possibly the same claim (merge candidate)
• Nursing students and faculty report concerns that AI use may weaken critical thinking, enable plagiarism and misinformation, and create unequal access — related
• University academic staff express substantial concerns about academic integrity, ethics, and erosion of skills such as critical thinking and creativity in relation to GenAI. — related
• Learning Quality & Cognitive Dependency discourse is heavily faculty-driven (Fac% 82.3), concentrated in K-12 and professor communities — possibly the same claim (merge candidate)
• Excessive GenAI reliance risks undermining foundational ICT knowledge, supporting supervised in-person assessment of foundational content — related
• In higher education, the purported Silicon Valley revolution is undermined by detrimental effects on academic integrity and erosion of evidence-based pedagogical practices, compounded by the prevailing crisis of higher education — related
• Among 245 Indonesian undergraduates, majorities reported concern about reduced critical thinking when depending on AI (75%), excessive reliance (73%), misinformation (70%) and unintentional plagiarism (69%), and 40% about algorithmic bias — related
• Overreliance on AWE may lower learners' critical thinking and creativity — related
• Stakeholder communities differ sharply in GenAI discourse focus: K-12 teachers foreground cognitive dependency, academics detection, professional students career anxiety — a broader claim this one bears on
• Generative AI use shows divergent effects on creativity: weakened creative writing but increased creative problem-solving and idea quality — related