The Impact of Teacher-Facilitated Generative AI Lesson Plans in 6th-Grade Science on Collaborative Learning, Science Attitudes, and Academic Achievement
International Journal of Science and Mathematics Education, vol.24, no.7, 2026 (SSCI, Scopus)
- Publication Type: Article / Article
- Volume: 24 Issue: 7
- Publication Date: 2026
- Doi Number: 10.1007/s10763-026-10725-4
- Journal Name: International Journal of Science and Mathematics Education
- Journal Indexes: Social Sciences Citation Index (SSCI), Scopus, IBZ Online, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Education Source Ultimate (EBSCO), Materials Science & Engineering Collection (ProQuest), Technology Collection (ProQuest)
- Keywords: Academic achievement, Attitudes towards science, Collaborative learning, Generative AI, Lesson plans
- Bursa Uludag University Affiliated: Yes
Abstract
This study investigates the impact of teacher-facilitated generative artificial intelligence (AI) lesson plans on students’ collaborative learning, attitudes towards science and academic performance in a sixth-grade science course. A quasi-experimental pretest-posttest control group design was employed with 100 students (50 experimental, 50 control). The experimental group was instructed using lesson plans developed with the support of generative AI tools, while the control group received instruction through standard curriculum-based 5E/constructivist instruction without AI-supported material development. Data were collected using an achievement test, the Test of Science-Related Attitudes (TOSRA), and an observation protocol for collaborative learning behaviors. The results demonstrated that generative AI-supported lesson plans were associated with significantly higher observed collaborative learning behaviors, more positive attitudes toward science, and greater academic achievement gains. These findings suggest that teacher-facilitated generative AI lesson planning can strengthen instructional design by enabling structured tasks, multimodal instructional resources, and teacher-mediated scaffolding, which together enhance both cognitive and affective learning outcomes.