Key points are not available for this paper at this time.
Abstract There is increasing interest in the use of artificial intelligence technologies, which have become a transformative force in the field of education, in educational fields that include subject areas that support lifelong learning, such as science and chemistry education. In this study, a systematic review was conducted on the use and effects of artificial intelligence applications in science and chemistry education between 2014 and 2024. As a result of the systematic review, it was seen that there was an increase in studies between 2021 and 2024. It was seen that artificial intelligence applications are mostly carried out in the field of science education. ChatGPT and conversational robots are usually used. These tools mostly impact on learning outcomes related to the learning process and researchers mostly report risks/limitations related to ethical issues in the use of AI tools in education. These applications are seen to have effects such as contributing to the online learning process of students, facilitating learning, providing multi-modal (auditory) learning environments for science/chemistry laboratory courses, providing interdisciplinary learning experiences, and encouraging personalized learning. In the reviewed studies, researchers generally emphasize ethical challenges and limitations regarding gender and racial bias, hallucinations, copyright infringement, plagiarism and biased information production, issues related to accuracy and reliability, problems with technical infrastructure and language support, and the impact of these practices on human decision-making processes and writing skills. As a result, determining and presenting ethical issues regarding the use of artificial intelligence tools in science and chemistry education and increasing the awareness of students and teachers about the conscious use of these tools will be an important step.
Erümit et al. (Mon,) studied this question.