Teaching Science Education in an Era of Artificial Intelligence (Published)
School science instruction builds the groundwork for a generation of scientifically literate people who are equipped to handle and navigate the complex issues of the twenty-first century. If artificial intelligence (AI) is included into science courses, it could have a profound impact on how science education is provided. Teachers may develop more dynamic and interesting lessons that are tailored to the needs of each individual student by utilising artificial intelligence (AI) solutions like intelligent tutoring systems, virtual reality simulations, and personalised learning platforms. The main goal of the study is to establish a framework for investigating the possibilities of science education in the age of artificial intelligence (AI). This paper aims to examine the history of artificial intelligence (AI) and its application in science education, curriculum development, and classroom instruction in the current day. Furthermore, it will expand on the current corpus of information and offer insights into the possible advantages of integrating artificial intelligence (AI) into science education to improve teaching methods and speed up student learning.
Keywords: Artificial Intelligence, Science Education, Science Teaching, Utilization of AI
The Role of Artificial Intelligence in Teaching of Science Education in Secondary Schools in Nigeria (Published)
This study aims to examine and evaluate the influence of incorporating Artificial Intelligence (AI) into the instruction of scientific education in secondary schools in Nigeria. The primary objective is to investigate how AI technologies might improve the overall quality and efficacy of scientific teaching, leading to enhanced learning outcomes for secondary school students. The study employs a retrospective research approach, analyzing past data to gain insights into the development and impact of AI in scientific teaching in Nigerian secondary schools. The research design involves a comprehensive collection and analysis of secondary data from educational databases, government papers, academic journals, and other relevant repositories. Results from the study highlight the role of AI in teaching science, emphasizing Adaptive Learning Systems (ALS), Intelligent Tutoring Systems (ITS), and Virtual Laboratories and Simulations. ALS personalizes the learning process, ITS provides interactive and individualized instruction, and virtual laboratories offer immersive digital experiments. Challenges and barriers to the effective adoption of AI in scientific education include infrastructural limitations, teacher preparation and competence, and ethical considerations. Opportunities for successful integration involve government support, teacher training, and industry partnerships. Future prospects anticipate developments in personalized learning environments, improved data analytics, integration of virtual and augmented reality, enhanced natural language processing, and global cooperation in education. In conclusion, the study recommends the integration of AI into the national curriculum, adequate funding and resources, ongoing professional development for teachers, and a strategic curriculum development that fosters a blended learning environment.
Keywords: Artificial Intelligence, Science Education, Tailored Learning, Teaching