Abstract
This study investigates the impact of AI-enhanced knowledge building on middle school students’ scientific competencies in sustainability education, based on the PISA scientific literacy framework. A quasi-experimental design was conducted with 119 students from high- and low-achievement regions. The students were randomly assigned to experimental (AI-supported) and control (traditional teaching) groups. The experimental group used Padlet and simulation tools in a thematic activity on sustainable coffee production, structured around the 6E instructional model (Engage, Explore, Explain, Engineer, Enrich, Evaluate). During the Engage phase, students examined connections between climate change and coffee production through videos and data analysis. The Explore phase involved simulations to analyze variables like temperature and humidity affecting coffee growth. In the Explain phase, students interpreted data and hypothesized outcomes. The Engineer phase focused on collaborative design of sustainable coffee production plans using Padlet, followed by presentations and iterative plan improvements in the Enrich phase. Finally, the Evaluate phase involved reflective reporting. A pre-test, post-test, and teaching intervention framework measured gains in explaining phenomena, designing inquiries, and applying information. Results revealed the experimental group outperformed the control group, with significant improvements in inquiry design and data application, particularly among low-achievement students. Qualitative analysis of extended responses showed that AI tools enhanced critical thinking and creative problem-solving. The findings suggest that AI-enhanced learning promotes scientific competencies and provides an innovative model for sustainability education, with implications for teaching practices and policy development.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
AI-ENHANCED LEARNING, KNOWLEDGE BUILDING, SCIENTIFIC COMPETENCIES, SUSTAINABILITY EDUCATION, PISA FRAMEWORK
