Can Web-Based AI Be Implemented in the Middle School Science Classroom? A Critical Review

Anetta Mutiara Azari; Diana Rochintaniawati; Rika Rafikah Agustin

doi:10.21831/jipi.v10i2.75364

Can Web-Based AI Be Implemented in the Middle School Science Classroom? A Critical Review

Anetta Mutiara Azari, Universitas Pendidikan Indonesia, Indonesia
Diana Rochintaniawati, Universitas Pendidikan Indonesia, Indonesia
Rika Rafikah Agustin, Universitas Pendidikan Indonesia, Indonesia

10.21831/jipi.v10i2.75364

Abstract

This literature review examines the effect of artificial intelligence (AI) on science education, particularly in middle schools, and addresses both its limitations and future directions. This review critically assesses the potential implications of AI on science learning in middle school. It does so by examining 17 Scopus-indexed studies. The review reveals significant positive outcomes regarding how web-based AI-powered education affects students' learning outcomes, technological skills, and better decision-making. Despite these promising results, this article recognizes the possible dangers and difficulties associated with implementing AI in the classroom, such as limited access to technology in the region, reliance on AI, and ethical considerations when using AI-generated content. Solutions such as expanding technological knowledge and encouraging critical thinking are proposed to address these issues, anticipating the danger of bias and ethics toward AI. The conclusion of this review indicates that AI implementation in science learning has significant potential benefits despite limitations and challenges. In addition, this review also guides students, educators, and AI developers on optimizing AI's educational benefits.

Keywords

AI; science; web-based

Full Text:

FULLTEXT PDF

References

Abdullah, K. H. (2023). Divulging two decades of multimedia applications in biology education. Jurnal Inovasi Pendidikan IPA, 9(2), 177–191. https://doi.org/10.21831/jipi.v9i2.57361

AI4STEM. (n.d.). AI for STEM Education Lab. http://ai4stem.org/about/

Al Darayseh, A. (2023). Acceptance of artificial intelligence in teaching science: Science teachers’ perspective. Computers and Education: Artificial Intelligence, 4(8). https://doi.org/10.1016/j.caeai.2023.100132

AlKanaan, H. M. N. (2022). Awareness Regarding the Implication of Artificial Intelligence in Science Education among Pre-Service Science Teachers. International Journal of Instruction, 15(3), 895. https://doi.org/10.29333/iji.2022.15348a

Alrajafi, G. (2021). The use of English in Indonesia: status and influence. SIGEH ELT: Journal of Literature and Linguistics, 1(1).

Castellano, M. S., Contreras-McKay, I., Neyem, A., Farfán, E., Inzunza, O., Ottone, N. E., del Sol, M., Alario-Hoyo, C., Alvarado, M. S., & Tubbs, R. S. (2023). Empowering human anatomy education through gamification and artificial intelligence: An innovative approach to knowledge appropriation. Clinical Anatomy, 37(1), 12. https://doi.org/10.1002/ca.24074

Chiu, T. K. F., Meng, H., Chai, C. S., King, I., Wong, S., & Yam, Y. (2022). Creation and Evaluation of a Pretertiary Artificial Intelligence (AI) Curriculum. IEEE Transactions on Education, 65(1), 30. https://doi.org/10.1109/TE.2021.3085878

Cooper, G. (2023). Examining Science Education in ChatGPT: An Exploratory Study of Generative Artificial Intelligence. Journal of Science Education and Technology, 32(3), 444. https://doi.org/10.1007/s10956-023-10039-y

Demir, S. (2021). The Impact of Differentiated Instructional Media on the Motivation and Opinions of Students towards Science Learning in Terms of Learning Styles. Shanlax International Journal of Education, 9(3), 16. https://doi.org/10.34293/education.v9i3.3723

Dindler, C., Iversen, O. S., Hjorth, M., Smith, R. C., & Nielsen, H. D. (2023). DORIT: An analytical model for computational empowerment in K-9 education. International Journal of Child-Computer Interaction, 37. https://doi.org/10.1016/j.ijcci.2023.100599

Fernández-Martínez, C., Hernán-Losada, I., & Fernández, A. (2021). Early Introduction of AI in Spanish Middle Schools. A Motivational Study. KI - Kunstliche Intelligenz, 35(2), 163. https://doi.org/10.1007/s13218-021-00735-5

Hornberger, M., Bewersdorff, A., & Nerdel, C. (2023). What do university students know about Artificial Intelligence? Development and validation of an AI literacy test. Computers and Education: Artificial Intelligence, 5. https://doi.org/10.1016/j.caeai.2023.100165

Iyamuremye, A., Mukiza, J., Nsabayezu, E., Ukobizaba, F., & Ndihokubwayo, K. (2022). Web-based discussions in teaching and learning: Secondary school teachers’ and students’ perception and potentiality to enhance students’ performance in organic chemistry. Education and Information Technologies, 27(2), 2695. https://doi.org/10.1007/s10639-021-10725-7

Judson, W. (2015). Grade 6 Science-Unit Lesson Guide: Diversity of Life. Anglophone North School District. http://stemnorth.nbed.nb.ca

Koć-Januchta, M. M., Schönborn, K. J., Tibell, L. A. E., Chaudhri, V. K., & Heller, H. C. (2020). Engaging With Biology by Asking Questions: Investigating Students’ Interaction and Learning With an Artificial Intelligence-Enriched Textbook. Journal of Educational Computing Research, 58(6), 1190. https://doi.org/10.1177/0735633120921581

Lee, D., Hwang, J.-Y., Lee, Y., & Kim, S.-W. (2022). Informatics and Artificial Intelligence (AI) Education in Korea: Situation Analysis Using the Darmstadt Model. JOIV : International Journal on Informatics Visualization, 6(2), 427. https://doi.org/10.30630/joiv.6.2.1000

Linn, M. C., Gerard, L., Ryoo, K., McElhaney, K., Liu, O. L., & Rafferty, A. N. (2014). Computer-Guided Inquiry to Improve Science Learning. Science, 344(6180), 155. https://doi.org/10.1126/science.1245980

Ng, D. T. K., Leung, J. K. L., Chu, S. K. W., & Qiao, M. S. (2021). Conceptualizing AI literacy: An exploratory review. Computers and Education: Artificial Intelligence, 2, 100041. https://doi.org/10.1016/j.caeai.2021.100041

Nja, C. O., Idiege, K. J., Uwe, U. E., Meremikwu, A. N., Ekon, E. E., Erim, C. M., Ukah, J. U., Eyo, E. O., Anari, M. I., & Cornelius-Ukpepi, B. U. (2023). Adoption of artificial intelligence in science teaching: From the vantage point of the African science teachers. Smart Learning Environments, 10(1). https://doi.org/10.1186/s40561-023-00261-x

Novia, N., Permanasari, A., Riandi, R., & Kaniawati, I. (2020). Tren penelitian educational game untuk peningkatan kreativitas: Sebuah sistematic review dari literatur. Jurnal Inovasi Pendidikan IPA, 6(2), 217. https://doi.org/10.21831/jipi.v6i2.38419

Park, W., & Kwon, H. (2023). Implementing artificial intelligence education for middle school technology education in Republic of Korea. International Journal of Technology and Design Education, 34, 109. https://doi.org/10.1007/s10798-023-09812-2

Sanusi, I. T., Oyelere, S. S., Vartiainen, H., Suhonen, J., & Tukiainen, M. (2023). Developing middle school students’ understanding of machine learning in an African school. Computers and Education: Artificial Intelligence, 5(1). https://doi.org/10.1016/j.caeai.2023.100155

SMERU. (2022). Digital Skills Landscape in Indonesia. https://smeru.or.id/en/publication/diagnostic-report-digital-skills-landscape-indonesia

Sylvia, D. P., Widodo, A., Cahya Prima, E., & Rochintaniawati, D. (2022). Web Inquiry Environment: A Medium Learning Science. Journal of Engineering Science and Technology, Special Issue on ICMScE 2022, 33. https://www.researchgate.net/publication/366323483

Wang, X., Li, L., Tan, S. C., Yang, L., & Lei, J. (2023). Preparing for AI-enhanced education: Conceptualizing and empirically examining teachers’ AI readiness. Computers in Human Behavior, 146(21). https://doi.org/10.1016/j.chb.2023.107798

Zhang, H., Lee, I., Ali, S., DiPaola, D., Cheng, Y., & Breazeal, C. (2022). Integrating Ethics and Career Futures with Technical Learning to Promote AI Literacy for Middle School Students: An Exploratory Study. International Journal of Artificial Intelligence in Education, 37, 290. https://doi.org/10.1007/s40593-022-00293-3

DOI: https://doi.org/10.21831/jipi.v10i2.75364