Basic-Stage Students’ Acquisition of Scientific Concepts in Light of Teachers’ Use of Artificial Intelligence Applications

Background/purpose. This study aimed to measure the level of scientific concepts acquisition among basic-stage students in light of their teachers’ use of artificial intelligence (AI) applications.

Materials/methods. A scientific concepts acquisition test was developed to collect data. The study sample consisted of 396 tenth-grade students, selected using stratified random sampling from Irbid.

Results. The results showed that the level of scientific concept acquisition among students, in the context of their teachers’ use of AI applications, was “moderate” at both the advanced and intermediate levels, while it was “low” at the weak level. These results may be attributed to the fact that advanced use of AI does not necessarily imply effective or pedagogically sound use. The results indicated a statistically significant difference in the level of scientific concept acquisition in favor of the intermediate level compared to both the weak and advanced levels, while no significant differences were recorded between the weak and advanced levels.

Conclusion. The study recommends integrating AI applications into science teaching to enhance basic-level students' acquisition of scientific concepts.

Keywords: Scientific concepts acquisition, basic-stage students, Artificial Intelligence

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