Introducing Artificial Intelligence Technologies into Experimental Science Education for Pre-service Primary School Teachers

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Published: Apr 17, 2026
DOI: https://doi.org/10.12681/codiste.9787
Keywords:
science education future educators generative artificial intelligence electricity phenomena ChatGPT
Nikolaos Papakonstantinou
University of Thessaly
https://orcid.org/0009-0006-0266-0098
Dimitris I. Sotiropoulos
University of Thessaly
https://orcid.org/0000-0001-7367-5760
Michail Kalogiannakis
University of Thessaly
https://orcid.org/0000-0002-9124-2245
Abstract

This study investigates the impact of integrating generative artificial intelligence (GenAI) tools into science education for students in teacher training programs, focusing on the conceptual understanding of electricity. An experimental design is employed, consisting of a control group and an experimental group, the latter of which utilizes GenAI as a supportive tool during laboratory-based activities. The proposed Teaching and Learning Sequence will be developed based on constructivist principles, emphasizing active student engagement, collaboration, and conceptual understanding through dialogic interaction with the GenAI application. Data collection will be conducted using the DIRECT test for the assessment of electricity-related conceptual understanding, and a modified version of the S-STEM questionnaire to examine students’ attitudes and perceptions. Expected outcomes include a generally positive attitude toward the use of GenAI, improved performance in the experimental group's understanding of complex electricity concepts, increased interest in science education, and some reservations concerning the potential for cognitive overreliance on the tool. The study aims to contribute to the ongoing academic discourse on the pedagogically sound integration of artificial intelligence in science education.

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