Science education is transitioning toward Inquiry-Based Learning (IBL) to foster deep critical thinking, but this pedagogical shift often leaves novice learners cognitively overwhelmed. Without adequate structural support, the open-ended nature of scientific discovery can lead to frustration, cognitive overload, and superficial engagement, a phenomenon frequently described as "failing at inquiry". Now days Artificial Intelligence (AI) has emerged as a dynamic, personalized scaffolding tool mainly to bridge the gap between a student’s current abilities and true conceptual mastery. AI actively guides learners through their Zone of Proximal Development. AI helps students refine initial hypotheses without stealing their epistemic agency in their cognitive learning process. With the progress of further investigation AI takes away the load of mechanical tasks, freeing the student's working memory for robust analytical reasoning. Finally, the AI adopts the role of "Devil’s Advocate," introducing productive cognitive conflict that challenges a learner's confirmation bias and pushes them toward genuine conceptual equilibration. In this way AI works as a non-judgemental partner. AI creates a psychologically safe space that lowers academic anxiety and sustains emotional engagement. We must be careful to prevent cognitive outsourcing and the blind acceptance of AI hallucinations. Educators must deliberately cultivate a learner's "epistemic vigilance". Teachers must transition themselves into "Architects of Inquiry,". Equitable digital access must be given more importance than depending solely on AI assistance. By this a student can have a beautiful journey in his student life.
Dungu et al. (Thu,) studied this question.
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