نوع مقاله : مقاله پژوهشی اصیل
نویسندگان
1 گروه آموزش زیست شناسی دانشگاه فرهنگیان تهران ایران
2 گروه آموزش زیست شناسی، دانشگاه فرهنگیان، تهران، ایران
3 وزارت آموزش و پرورش، اداره آموزش و پرورش منطقه 5 تهران، ایران
چکیده
کلیدواژه‌ها
موضوعات
عنوان مقاله [English]
نویسندگان [English]
Background and Objectives
The rapid development of artificial intelligence (AI), particularly generative AI, has created new opportunities for transforming science education. Biology education, given the conceptual complexity and dynamic nature of biological processes, offers considerable potential for purposeful AI integration. This study examined the role of AI in transforming science education, focusing on its applications, emerging teaching–learning models, teacher roles, opportunities, challenges, and ethical considerations in biology education.
Methods
An analytical narrative review was conducted. Relevant scientific, review, conceptual, and policy publications, primarily from 2020 to 2026, were identified through targeted searches of Web of Science, Scopus, ERIC, ScienceDirect, SpringerLink, IEEE Xplore, PubMed, and Google Scholar, along with relevant UNESCO documents. After screening and full-text assessment, 17 sources were included, with 10 studies selected for deeper analysis. Data were extracted using a researcher-developed form and analyzed through qualitative content analysis and narrative synthesis based on constructivism, TPACK, and a human-centered AI framework.
Findings
AI supports personalized learning, content development, immediate feedback, learning analytics, simulation, research activities, instructional design, and teacher professional development. In biology education, these capabilities can facilitate learning of complex concepts, inquiry, scientific reasoning, and research activities. The findings also indicate a shift from technology-centered use toward pedagogically purposeful and human-centered integration, with teachers increasingly acting as designers, facilitators, evaluators, and supervisors. Key challenges include inaccurate outputs, algorithmic bias, privacy concerns, unequal access, learner dependency, and insufficient AI literacy.
Conclusion
AI should be viewed as a complementary pedagogical mediator, not a replacement for teachers or learners. Effective integration requires sound pedagogical design, teacher and learner empowerment, scientific validation of AI-generated content, and appropriate ethical and policy frameworks. Further empirical and longitudinal research, particularly in biology education and Iran, is needed to clarify its long-term effects and effective implementation conditions.
کلیدواژه‌ها [English]
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