Exploring the Impact of Artificial Intelligence in Teaching and Learning of Science: A Systematic Review of Empirical Research

IF 2.2 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Research in Science Education Pub Date : 2024-06-27 DOI:10.1007/s11165-024-10176-3

Firas Almasri

{"title":"Exploring the Impact of Artificial Intelligence in Teaching and Learning of Science: A Systematic Review of Empirical Research","authors":"Firas Almasri","doi":"10.1007/s11165-024-10176-3","DOIUrl":null,"url":null,"abstract":"<p>The use of Artificial Intelligence (AI) in education is transforming various dimensions of the education system, such as instructional practices, assessment strategies, and administrative processes. It also plays an active role in the progression of science education. This systematic review attempts to render an inherent understanding of the evidence-based interaction between AI and science education. Specifically, this study offers a consolidated analysis of AI’s impact on students’ learning outcomes, contexts of its adoption, students’ and teachers’ perceptions about its use, and the challenges of its use within science education. The present study followed the PRISMA guidelines to review empirical papers published from 2014 to 2023. In total, 74 records met the eligibility for this systematic study. Previous research provides evidence of AI integration into a variety of fields in physical and natural sciences in many countries across the globe. The results revealed that AI-powered tools are integrated into science education to achieve various pedagogical benefits, including enhancing the learning environment, creating quizzes, assessing students’ work, and predicting their academic performance. The findings from this paper have implications for teachers, educational administrators, and policymakers.</p>","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"7 1","pages":""},"PeriodicalIF":2.2000,"publicationDate":"2024-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Research in Science Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s11165-024-10176-3","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 0

Abstract

The use of Artificial Intelligence (AI) in education is transforming various dimensions of the education system, such as instructional practices, assessment strategies, and administrative processes. It also plays an active role in the progression of science education. This systematic review attempts to render an inherent understanding of the evidence-based interaction between AI and science education. Specifically, this study offers a consolidated analysis of AI’s impact on students’ learning outcomes, contexts of its adoption, students’ and teachers’ perceptions about its use, and the challenges of its use within science education. The present study followed the PRISMA guidelines to review empirical papers published from 2014 to 2023. In total, 74 records met the eligibility for this systematic study. Previous research provides evidence of AI integration into a variety of fields in physical and natural sciences in many countries across the globe. The results revealed that AI-powered tools are integrated into science education to achieve various pedagogical benefits, including enhancing the learning environment, creating quizzes, assessing students’ work, and predicting their academic performance. The findings from this paper have implications for teachers, educational administrators, and policymakers.

Abstract Image

查看原文

微信好友朋友圈 QQ好友复制链接

本刊更多论文

探索人工智能对科学教学的影响：实证研究系统回顾

人工智能（AI）在教育领域的应用正在改变教育系统的各个层面，如教学实践、评估策略和管理流程。它在科学教育的发展中也发挥着积极作用。本系统性综述试图对人工智能与科学教育之间基于证据的互动有一个内在的理解。具体来说，本研究综合分析了人工智能对学生学习成果的影响、人工智能的应用背景、学生和教师对人工智能使用的看法以及在科学教育中使用人工智能所面临的挑战。本研究遵循 PRISMA 准则，对 2014 年至 2023 年间发表的实证论文进行了审查。共有 74 条记录符合本系统研究的资格要求。以往的研究提供了全球许多国家将人工智能融入物理和自然科学各领域的证据。研究结果显示，人工智能驱动的工具被整合到科学教育中，以实现各种教学效益，包括增强学习环境、创建测验、评估学生的作业以及预测他们的学业成绩。本文的研究结果对教师、教育管理者和政策制定者具有借鉴意义。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文去求助

来源期刊

Research in Science Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.40

自引率

8.70%

发文量

期刊介绍： 2020 Five-Year Impact Factor: 4.021 2020 Impact Factor: 5.439 Ranking: 107/1319 (Education) – Scopus 2020 CiteScore 34.7 – Scopus Research in Science Education (RISE ) is highly regarded and widely recognised as a leading international journal for the promotion of scholarly science education research that is of interest to a wide readership. RISE publishes scholarly work that promotes science education research in all contexts and at all levels of education. This intention is aligned with the goals of Australasian Science Education Research Association (ASERA), the association connected with the journal. You should consider submitting your manscript to RISE if your research: Examines contexts such as early childhood, primary, secondary, tertiary, workplace, and informal learning as they relate to science education; and Advances our knowledge in science education research rather than reproducing what we already know. RISE will consider scholarly works that explore areas such as STEM, health, environment, cognitive science, neuroscience, psychology and higher education where science education is forefronted. The scholarly works of interest published within RISE reflect and speak to a diversity of opinions, approaches and contexts. Additionally, the journal’s editorial team welcomes a diversity of form in relation to science education-focused submissions. With this in mind, RISE seeks to publish empirical research papers. Empircal contributions are: Theoretically or conceptually grounded; Relevant to science education theory and practice; Highlight limitations of the study; and Identify possible future research opportunities. From time to time, we commission independent reviewers to undertake book reviews of recent monographs, edited collections and/or textbooks. Before you submit your manuscript to RISE, please consider the following checklist. Your paper is: No longer than 6000 words, including references. Sufficiently proof read to ensure strong grammar, syntax, coherence and good readability; Explicitly stating the significant and/or innovative contribution to the body of knowledge in your field in science education; Internationalised in the sense that your work has relevance beyond your context to a broader audience; and Making a contribution to the ongoing conversation by engaging substantively with prior research published in RISE. While we encourage authors to submit papers to a maximum length of 6000 words, in rare cases where the authors make a persuasive case that a work makes a highly significant original contribution to knowledge in science education, the editors may choose to publish longer works.