-
Title
-
Exploring Conceptual and Critical Thinking: Using GenAI to Enhance Year 9 Girls' Understanding of Scientific Models
-
Author
-
Linda Zhe Jue Chui
-
Year Published
-
2026
-
Description
-
This action research investigated the integration of generative artificial intelligence (GenAI) to support the development of conceptual and critical thinking in Year 9 (14–15-year-old) girls through scientific modelling. In school science classrooms, models are frequently used to introduce new content and abstract concepts; however, within the constraints of the densely packed New South Wales curriculum, in-class opportunities for explicit evaluation and critiques of models are often compromised. Consequently, students may continue to perceive science as a subject reliant on rote learning rather than requiring deep conceptual understanding. Over a 12-week period, a range of scientific models was introduced as course content progressed. These included physical models constructed by students, GenAI-generated models produced using CanvaAI, and evaluative tasks supported by both CanvaAI and Microsoft Copilot. Students were required to compare, critique, and refine these models, and, in some instances, receive written feedback from Copilot on evaluative modelling responses. Findings indicate growth in girls’ conceptual understanding, particularly through the comparison of GenAI-generated models with physical representations. Increased evidence of active learning was also observed during these modelling and evaluation tasks. However, for some students, limitations in their scientific knowledge contributed to instances of metacognitive laziness, particularly when tasks required higher-order evaluative judgement while comparing their own work with GenAI outputs. Overall, students were able to pause and review GenAI outputs with greater precautions. They also included more appropriate details when answering scientific modelling questions that required their applications of evaluative skills, demonstrating improved critical thinking skills.
-
Tags
-
Technology, Teaching and Learning
