The Effect of Researcher-Designed and ChatGPT-Generated Analogies on 6th Grade Students' Academic Achievement and Ability to Relate Concepts to Daily Life: The Case of the Respiratory System

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Tosun I. E., Ilkörücü Ş.

Manisa Celal Bayar Üniversitesi Eğitim Fakültesi Dergisi, cilt.13, sa.2, ss.545-568, 2025 (TRDizin)

Özet

Artificial intelligence (AI) is increasingly used in education to support personalized learning and innovative teaching strategies. This study examines the effects of researcher-designed and ChatGPT-generated analogies on 6th-grade students’ understanding of the respiratory system and their ability to connect scientific concepts with daily life. Addressing a gap in the literature, the research compares the instructional effectiveness of AIsupported and researcher-created analogies in authentic classroom settings. A quasi-experimental pre-test post-test control group design was employed with 65 students from a public school in Bilecik, Türkiye, during the 2023–2024 academic year. Students were assigned to two experimental groups and one control group: the former received analogy-based instruction, while the latter was taught conventionally. Data were analysed using Kolmogorov–Smirnov tests, one-way ANOVA, and Tukey HSD. Results indicated that both experimental groups outperformed the control group in academic achievement, though no significant difference emerged between researcher- and ChatGPT-based analogies. Qualitative findings highlighted that students perceived both approaches as beneficial for enhancing conceptual understanding, motivation, and real-life connections. Some suggested incorporating visuals, videos, and hands-on activities to strengthen analogy effectiveness. Overall, the study demonstrates that AI tools like ChatGPT, when aligned with pedagogical principles, can enrich science education and foster cognitive and affective learning outcomes.