Transforming Science Learning Materials in the Era of Artificial Intelligence
Fuente:
arXiv
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| Autori principali: | , |
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| Natura: | Preprint |
| Pubblicazione: |
2026
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| _version_ | 1866918352606199808 |
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| author | Zhai, Xiaoming Crippen, Kent |
| author_facet | Zhai, Xiaoming Crippen, Kent |
| contents | The integration of artificial intelligence (AI) into science education is transforming the design and function of learning materials, offering new affordances for personalization, authenticity, and accessibility. This chapter examines how AI technologies are transforming science learning materials across six interrelated domains: 1) integrating AI into scientific practice, 2) enabling adaptive and personalized instruction, 3) facilitating interactive simulations, 4) generating multimodal content, 5) enhancing accessibility for diverse learners, and 6) promoting co-creation through AI-supported content development. These advancements enable learning materials to more accurately reflect contemporary scientific practice, catering to the diverse needs of students. For instance, AI support can enable students to engage in dynamic simulations, interact with real-time data, and explore science concepts through multimodal representations. Educators are increasingly collaborating with generative AI tools to develop timely and culturally responsive instructional resources. However, these innovations also raise critical ethical and pedagogical concerns, including issues of algorithmic bias, data privacy, transparency, and the need for human oversight. To ensure equitable and meaningful science learning, we emphasize the importance of designing AI-supported materials with careful attention to scientific integrity, inclusivity, and student agency. This chapter advocates for a responsible, ethical, and reflective approach to leveraging AI in science education, framing it as a catalyst for innovation while upholding core educational values. |
| format | Preprint |
| id |
arxiv_https___arxiv_org_abs_2602_18470 |
| institution | arXiv |
| publishDate | 2026 |
| record_format | arxiv |
| spellingShingle | Transforming Science Learning Materials in the Era of Artificial Intelligence Zhai, Xiaoming Crippen, Kent Computers and Society Artificial Intelligence The integration of artificial intelligence (AI) into science education is transforming the design and function of learning materials, offering new affordances for personalization, authenticity, and accessibility. This chapter examines how AI technologies are transforming science learning materials across six interrelated domains: 1) integrating AI into scientific practice, 2) enabling adaptive and personalized instruction, 3) facilitating interactive simulations, 4) generating multimodal content, 5) enhancing accessibility for diverse learners, and 6) promoting co-creation through AI-supported content development. These advancements enable learning materials to more accurately reflect contemporary scientific practice, catering to the diverse needs of students. For instance, AI support can enable students to engage in dynamic simulations, interact with real-time data, and explore science concepts through multimodal representations. Educators are increasingly collaborating with generative AI tools to develop timely and culturally responsive instructional resources. However, these innovations also raise critical ethical and pedagogical concerns, including issues of algorithmic bias, data privacy, transparency, and the need for human oversight. To ensure equitable and meaningful science learning, we emphasize the importance of designing AI-supported materials with careful attention to scientific integrity, inclusivity, and student agency. This chapter advocates for a responsible, ethical, and reflective approach to leveraging AI in science education, framing it as a catalyst for innovation while upholding core educational values. |
| title | Transforming Science Learning Materials in the Era of Artificial Intelligence |
| topic | Computers and Society Artificial Intelligence |
| url | https://arxiv.org/abs/2602.18470 |