This edited volume explores how artificial intelligence (AI) is transforming science education across multiple dimensions—including theoretical, pedagogical, ethical, and practical aspects. Aimed at science educators, curriculum developers, researchers, and policymakers, the book brings together 19 chapters authored by experts in science education, educational technology, and artificial intelligence. The book addresses a growing need for educational innovation in the age of AI, offering both conceptual insights and hands-on strategies to integrate AI tools into science teaching, learning, assessment, and teacher education. It introduces foundational AI concepts relevant to educational contexts, highlights prompt writing and engineering as emerging pedagogical skills, and discusses the ethical implications of AI use in classrooms. Key topics include the development of adaptive and data-driven learning environments, the role of AI in teaching the Nature of Science, and the integration of AI-supported tools to foster 21st-century competencies such as creativity, argumentation, data literacy, and scientific process skills. The book also presents AI-enhanced instructional strategies—ranging from flipped learning to drama-based science teaching—and showcases sample lesson plans suitable for K-12 and higher education contexts. By combining evidence-based research with application-focused examples, this book aims to support educators and decision-makers in navigating the rapidly evolving landscape of AI in education. It offers actionable insights to help stakeholders make informed decisions and design future-ready science education experiences. This volume is particularly relevant as science educators and systems worldwide grapple with how best to prepare students for an AI-augmented future. It provides a structured, interdisciplinary framework to harness AI’s potential while addressing associated pedagogical and ethical challenges.
Table of Contents:
1. Artificial Intelligence: Theoretical Foundations, Hallucinations, and Educational Insights.-2. Artificial Intelligence in Science Education.- 3. Ethical Considerations in the Application of AI in Science Education.- 4. The Use of AI Tools in Material Production in Science Education: Text, Visual, and Audio Materials.- 5. The Use of Artificial Intelligence Applications in Science Education, Assessment, and Evaluation.- 6. Improving Data Literacy through the Use of AI in Science Education.- 7. Smarter Prompts, Smarter Minds: Using AI Effectively in Science Education.- 8. Applications of Artificial Intelligence in NOS: A Case Study in Chemistry.- 9. Applications of Game-Based Learning Enhanced by Artificial Intelligence: An Example from Science Education.- 10. Artificial Intelligence-Supported STEM Applications: An Activity Plan on Photosynthesis.- 11. Enhancing 21st Century Skills through the Integration of Artificial Intelligence in Science Education.- 12. The Use of Artificial Intelligence in Science Education: The Case of Argumentation.- 13. Applications of Artificial Intelligence in Creative Drama: A Case Study in Science.- 14. Applications of Artificial Intelligence in Flipped Learning: A Case Study in Astronomy and Space.- 15. Applications of Artificial Intelligence for Enhancing Creative Self-Regulation Skills: Chemical Reactions and Types.- 16. Applications of Artificial Intelligence in Project Management.- 17. Applications of Artificial Intelligence in Science Education Laboratories.- 18. Applications of Artificial Intelligence in Science Education for Enhancing Scientific Process Skills.- 19. Science Teacher Knowledge and Competency in the Era of Generative Artificial Intelligence.
About the Author :
Prof. Dr. Oktay Bektaş has numerous national and international articles, papers, and project works. His articles have been published in indexed journals such as SSCI, ESCI, Scopus, and ERIC. The topics of these publications include epistemology, the 5E learning cycle model, pedagogical content knowledge, the nature of science, STEM, teacher education, measurement tool development, artificial intelligence, and self-regulation.
Assoc. Prof. Dr. Ayşegül Tarkın Çelikkıran holds a Ph.D. in chemistry education. Her research interests include pedagogical content knowledge, STEM education, and teacher’s professional development. She has national and international publications in science education. In addition, she has acted as a principal investigator or co-investigator in multiple research projects focusing on improving pre-service and in-service chemistry teacher competencies.
Assoc. Prof. Dr. Mustafa Tüysüz holds a Ph.D. in Science and Mathematics Education from the Middle East Technical University (METU), Türkiye. He was a visiting researcher at Texas A & M University, USA in 2014. Dr. Tüysüz also currently serves as Van TÜBİTAK Regional Coordinator. He cultivates a strong research profile in STEM education, science teacher training, argumentation-based learning, and gifted education. Beyond its publications, he has played a pivotal role in national and institutional research projects funded by TÜBİTAK and higher education institutions.
Prof. Dr. Süleyman Sadi Seferoğlu is a professor at Faculty of Education, Department of Computer Education and Instructional Technology at the Hacettepe University, Türkiye. He received his graduate degrees from Columbia University, USA. His research interests include educational technology, ICT in education, teacher training, digital literacy, AI in education, and media literacy. He has authored numerous publications on these topics, contributing significantly to both national and international academic literature.
