Eurasia Journal of Mathematics Science and Technology Education,
Journal Year:
2024,
Volume and Issue:
20(6), P. em2453 - em2453
Published: May 7, 2024
This
article
carries
out
a
bibliometric
research
review
to
present
the
evolving
landscape
of
innovations
in
science
education.
The
study
acknowledges
dynamism
contemporary
educational
practices
and
uses
analyses
for
identification
trends,
assessment
impacts
scholarly
outputs,
mapping
future
directions
field
education
innovation.
Starting
with
standard
indicators,
e.g.,
citation
analysis
co-authorship,
lays
down
theoretical
basis
understanding
scientific
impact
analysis,
moreover,
consists
identifying
thematic
foci
emerging
topics
through
keyword
mapping,
which
together
holistic
picture
intellectual
map
field.
points
seminal
works
demonstrating
nature
interdisciplinarity
By
collaborative
networks
hotspots
not
only
demonstrates
status
field,
but
also
predicts
its
directions,
could
help
researchers
educators
at
same
time.
Also,
as
retrospective
tool,
explores
general
relevance
insights
educators,
administrators,
other
researchers.
It
highlights
application
bibliometrics
evidence-based
decision-making,
curricula
design
international
collaboration,
because
it
is
common
knowledge
that
can
trigger
great
revolution
innovative
generates
useful
outcomes,
are
beneficial
academic
discussions
provide
guidelines
efforts
key
reference
who
would
like
have
deep,
overview
International Journal of Science Education,
Journal Year:
2024,
Volume and Issue:
46(18), P. 1982 - 1989
Published: Feb. 4, 2024
Artificial
intelligence
(AI)
is
now
a
major
driver
of
societal
acceleration
making
significant
impact
on
science
and
education.
AI
used
by
scientists
to
generate
hypotheses,
design
experiments,
collect
interpret
data
in
ways
that
were
not
previously
possible
with
traditional
methods
alone.
Science
education
research
increasingly
paying
attention
the
role
teaching
learning.
However,
gap
emerging
literature
concerns
scientific
practices
themselves,
implications
such
for
The
article
uses
NRC
(2012.
A
framework
K-12
education:
practices,
crosscutting
concepts,
core
ideas.
National
Academies
Press.)
'scientific
practices'
trace
example
raises
questions
relate
relevance
AI-informed
curriculum,
teacher
at
secondary
level.
ultimate
purpose
highlight
sooner
are
researched
applied
policy
practice,
less
likely
will
become
outdated
helping
students
thrive
fast
changing
landscape
research.
Contemporary Mathematics and Science Education,
Journal Year:
2025,
Volume and Issue:
6(1), P. ep25002 - ep25002
Published: Jan. 28, 2025
This
study
investigates
the
integration
of
artificial
intelligence
(AI)
in
national
science
curricula
across
21
countries,
including
Australia,
Cyprus,
Estonia,
France,
Finland,
Greece,
Hong
Kong,
India,
Iceland,
Ireland,
Nepal,
New
Zealand,
Norway,
Ontario
(Canada),
Poland,
Singapore,
South
Africa,
Korea,
Sweden,
United
Kingdom,
and
States.
By
analyzing
these
curricula,
research
identifies
presence
AI-related
knowledge,
skills,
attitudes,
providing
a
comprehensive
understanding
how
AI
is
embedded
educational
frameworks.
The
findings
reveal
strong
emphasis
on
practical
interdisciplinary
ethical
considerations,
societal
impacts,
preparing
students
to
thrive
an
AI-driven
future.
approach
highlights
AI’s
transformative
potential
education.
emphasizes
role
fostering
problem-solving
skills
active
learning,
underscoring
need
for
applications
teacher
training
concepts.
analysis
also
gaps
explicit
mention
“artificial
intelligence”
itself,
suggesting
broader
focus
related
Notably,
not
frequently
mentioned
explicitly
but
often
approached
under
umbrella
information
communication
technology
relation
science.
Recommendations
enhancing
include
training,
continuous
curriculum
evaluation,
inclusion
implications
AI.
provides
valuable
insights
educators
policymakers,
highlighting
well-rounded
that
prepares
future
challenges
opportunities
presented
by
technologies.
Advances in educational marketing, administration, and leadership book series,
Journal Year:
2024,
Volume and Issue:
unknown, P. 179 - 206
Published: Dec. 24, 2024
This
chapter
explores
the
transformative
impact
of
generative
artificial
intelligence
on
inquiry-based
learning
in
educational
assessment.
Generative
AI
technologies
have
revolutionized
traditional
assessment
methods,
enabling
dynamic,
individualized
experiences
that
meet
individual
student
needs.
By
harnessing
power
intelligence,
teachers
can
create
assessments
promote
critical
thinking,
conceptual
understanding,
and
deeper
engagement
with
content.
The
begins
an
overview
theoretical
foundations
its
integration
into
frameworks
such
as
constructivism
technology-enhanced
learning.
It
discusses
practical
applications
creating
dynamic
environments.
Examples
include
tools
like
Knewton
MATH
from
Carnegie
Learning,
which
adapt
methods
based
performance.
British Journal of Educational Technology,
Journal Year:
2024,
Volume and Issue:
55(6), P. 2574 - 2596
Published: May 3, 2024
Abstract
In
the
ever‐evolving
AI‐driven
education,
integrating
AI
technologies
into
teaching
practices
has
become
increasingly
imperative
for
aspiring
STEM
educators.
Yet,
there
remains
a
dearth
of
studies
exploring
pre‐service
teachers'
readiness
to
incorporate
their
practices.
This
study
examined
factors
influencing
willingness
integrate
(WIAI),
especially
from
perspective
attitudes
towards
application
in
teaching.
study,
comprehensive
survey
was
conducted
among
239
teachers,
examining
influences
and
interconnectedness
Technological
Pedagogical
Content
Knowledge
(TPACK),
Perceived
Usefulness
(PU),
Ease
Use
(PE),
Self‐Efficacy
(SE)
on
WIAI.
Structural
Equation
Modeling
(SEM)
employed
data
analysis.
The
findings
illuminated
direct
TPACK,
PU,
PE,
SE
TPACK
found
directly
affect
SE,
while
PE
PU
also
influenced
SE.
Further
analysis
revealed
significant
mediating
roles
relationship
between
WIAI,
highlighting
presence
chain
mediation
effect.
light
these
insights,
offers
several
recommendations
promoting
Practitioner
notes
What
is
already
known
about
this
topic?
potential
enrich
learning
experiences
improve
outcomes
education
been
recognized.
Pre‐service
practice
crucial
shaping
future
environment.
TAM
frameworks
are
used
analyse
teacher
technology‐supported
environments.
Few
have
context
education.
paper
adds?
A
designed
developed
WIAI
its
relationships
with
including
impact
identified
as
variables
Two
sequential
effects,
→
teachers
were
further
identified.
Implications
and/or
policy
encouraged
explore
utilize
technology
enhance
confidence
self‐efficacy
Showcasing
successful
cases
practical
essential
fostering
awareness
integration
It
recommended
introduce
courses
training
programs.
Offering
internship
practicum
opportunities
related
can
skills
Education and Information Technologies,
Journal Year:
2024,
Volume and Issue:
unknown
Published: Aug. 19, 2024
Abstract
In
recent
years,
there
has
been
a
growing
emphasis
on
integrating
Artificial
Intelligence
(AI)
applications
in
educational
settings.
As
result,
it
is
essential
to
assess
teachers’
competencies
Technological,
Pedagogical,
and
Content
Knowledge
(TPACK)
as
pertains
AI
examine
the
factors
that
influence
these
competencies.
This
study
aims
analyze
impact
of
digital
proficiency
AI-TPACK
The
utilized
correlational
survey
model
involved
401
teachers
from
various
provinces
departments
Turkey.
data
collection
tools
included
personal
information
form,
an
scale,
scale.
collected
were
analyzed
using
structural
equation
modeling.
research
findings
revealed
below
average,
whereas
their
levels
above
average.
Furthermore,
significant
relationship
between
was
identified,
with
predictor
Based
findings,
recommendations
for
future
studies
are
provided.
The International Review of Research in Open and Distributed Learning,
Journal Year:
2024,
Volume and Issue:
25(3), P. 219 - 244
Published: Aug. 26, 2024
This
study
aimed
to
present
a
comprehensive
bibliometric
analysis
of
1,726
academic
studies
from
among
those
indexed
by
the
Web
Science
database
platform
between
2013
and
2023,
provide
general
framework
for
concept
artificial
intelligence
in
education
(AIEd).
Trends
publications
citations
across
countries,
institutions,
journals,
authors
were
identified,
as
well
collaborations
these
elements.
Several
techniques
applied,
each
analysis,
motivations
behind
execution
method
producing
findings
documented.
Our
showed
that
number
on
AIEd
has
increased
significantly
over
time,
with
U.S.
China
being
most
common
countries
origin.
Institutions
stand
out
around
world.
Pioneering
journals
have
also
emerged
prominent
field
AIEd.
On
other
hand,
collaboration
been
limited.
The
was
supplemented
keyword
reveal
thematic
concepts
reflect
changing
trends.
For
exploring
education,
our
insights
popular
topics
offer
valuable
guidance
toward
greater
understanding
latest
advancements
key
research
areas.
This
contribution
presents
an
overview
of
postdigital
science
education.
Presented
is
a
background
to
the
pivotal
position
education
as
subject
in
worldwide
curricula
describe
why
has
always
been
postdigital.
The
meaning
objectivity
discussed
relation
knowledge
production
and
what
this
means
from
perspective.
Finally,
examples
pedagogies
including
inherent
challenges
are
presented.
Education and Information Technologies,
Journal Year:
2024,
Volume and Issue:
unknown
Published: June 26, 2024
Abstract
Many
people
use
technological
tools
that
are
widely
accessible,
respond
quickly,
and
have
extensive
information
networks
today.
Due
to
recent
advances
in
education
the
increasing
acceptance
of
Artificial
Intelligence
(AI)
technologies,
issues
regarding
their
implementation
require
identification
analysis.
ChatGPT
(Chat
Generative
Pre-trained
Transformer),
an
artificial
intelligence
program
emerged
2022,
contains
notable
characteristics.
OpenAI
created
released
it
users
2022.
is
a
machine
learning-powered
chatbot
can
deliver
detailed
responses
inquiries.
This
research
aims
evaluate
validity
ChatGPT-generated
when
scientific
questions
related
biochemistry
discipline
posed.
A
document
analysis
was
conducted
determine
produced
by
for
five
questions.
Five
originating
from
bio-chemistry
content
were
asked
written
format.
The
AI’s
generated
answers
saved
analyzed
depending
on
validity.
As
result
study,
detected
responded
with
scientifically
incorrect
or
incomplete
asked.
Besides,
reason
ChatGPT’s
response,
seen
AI
insisted
its
invalid
answers.
Following
prompts
certainty,
performance
evaluated.
It
provided
correct
first
two
questions,
partially
third,
consistently
offered
solutions
remaining
Ultimately,
capabilities
limited
providing
rigorous
responses.
To
obtain
accurate
appropriate
answers,
imperative
pose
comprehensive
inquiries
facilitate
more
precise
informed
response.
Scholars
researchers
must
acknowledge
harbors
certain
misconceptions
consequently
only
constitutes
somewhat
dependable
validated
resource.
Education and Information Technologies,
Journal Year:
2024,
Volume and Issue:
unknown
Published: Aug. 6, 2024
Abstract
This
study
aims
to
determine
the
misconceptions
of
teacher
candidates
about
greenhouse
effect
concept
by
using
Artificial
Intelligence
(AI)
algorithm
instead
human
experts.
The
Knowledge
Discovery
from
Data
(KDD)
process
model
was
preferred
in
where
Analyse,
Design,
Develop,
Implement,
Evaluate
(ADDIE)
instructional
design
cycle
used.
dataset
obtained
402
analysed
Natural
Language
Processing
(NLP)
methods.
classified
Machine
Learning
(ML),
one
AI
tools,
and
supervised
learning
algorithms.
It
concluded
that
175
did
not
have
sufficient
knowledge
effect.
found
with
highest
accuracy
rate
used
predict
candidates’
Multilayer
Perceptron
(MLP).
Furthermore,
through
Enhanced
Ensemble
Model
Architecture
developed
researchers,
combination
ML
algorithms
has
achieved
rate.
kappa
(κ)
value
examined
determining
significant
difference
between
expert
evaluation,
it
there
a
difference,
strength
agreement
according
research
findings.
findings
current
represent
alternative
prevailing
pedagogical
approach,
which
increasingly
come
rely
on
information
technologies
improving
conceptual
understanding
detection
misconceptions.
In
addition,
recommendations
were
made
for
future
studies.
