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, cilt.24, sa.7, 2026 (SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 24 Sayı: 7
- Basım Tarihi: 2026
- Doi Numarası: 10.1007/s10763-026-10725-4
- Dergi Adı: International Journal of Science and Mathematics Education
- Derginin Tarandığı İndeksler: 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)
- Anahtar Kelimeler: Academic achievement, Attitudes towards science, Collaborative learning, Generative AI, Lesson plans
- Bursa Uludağ Üniversitesi Adresli: Evet
Özet
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.