Reimagining the Philosophy of Experimentation in Chemistry Education: Embracing AI as a Tool for Scientific Inquiry.
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| Title: | Reimagining the Philosophy of Experimentation in Chemistry Education: Embracing AI as a Tool for Scientific Inquiry. |
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| Authors: | Reyes, Ronald L.1 (AUTHOR) rlreyes@ceu.edu.ph, Regala, Jennifer D.2 (AUTHOR) |
| Source: | Science & Education. Jun2026, Vol. 35 Issue 3, p709-754. 46p. |
| Subject Terms: | *Chemistry education, *Scientific experimentation, *Artificial intelligence, *Educational technology, Scientific method, Artificial intelligence & ethics, Laboratory techniques |
| Abstract: | The integration of artificial intelligence (AI) into scientific disciplines is revolutionizing both research methodologies and educational paradigms. AI tools are reshaping traditional experimental approaches, challenging established notions of scientific discovery, and creating novel opportunities for enhanced learning experiences. This shift necessitates a thoughtful reimagining of the approach to the philosophy of experimentation, challenging long-held epistemological, methodological, and ethical frameworks, and balancing the power of AI with the irreplaceable aspects of human-driven scientific exploration. This article examines the transformative impact of AI on the philosophy of experimentation in the context of chemistry education. AI-driven methodologies in chemistry laboratory classes are fostering a deeper understanding of chemical phenomena while simultaneously raising essential questions about the role of human intuition and creativity in scientific inquiry. Ethical considerations and potential pitfalls of over-reliance on AI in chemical experimentation must also be carefully addressed, specifically how AI automates routine tasks, fundamentally altering how experiments are conceptualized and conducted in chemistry education. A framework for integrating AI into chemistry education that maximizes its benefits while preserving the essential elements of scientific reasoning and discovery is crucial. This work contributes to the ongoing dialogue on the future of chemistry education, offering insights into how AI can be integrated into the experimental philosophy to maximize its benefits while preserving the essential aspects of scientific reasoning and discovery. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | The integration of artificial intelligence (AI) into scientific disciplines is revolutionizing both research methodologies and educational paradigms. AI tools are reshaping traditional experimental approaches, challenging established notions of scientific discovery, and creating novel opportunities for enhanced learning experiences. This shift necessitates a thoughtful reimagining of the approach to the philosophy of experimentation, challenging long-held epistemological, methodological, and ethical frameworks, and balancing the power of AI with the irreplaceable aspects of human-driven scientific exploration. This article examines the transformative impact of AI on the philosophy of experimentation in the context of chemistry education. AI-driven methodologies in chemistry laboratory classes are fostering a deeper understanding of chemical phenomena while simultaneously raising essential questions about the role of human intuition and creativity in scientific inquiry. Ethical considerations and potential pitfalls of over-reliance on AI in chemical experimentation must also be carefully addressed, specifically how AI automates routine tasks, fundamentally altering how experiments are conceptualized and conducted in chemistry education. A framework for integrating AI into chemistry education that maximizes its benefits while preserving the essential elements of scientific reasoning and discovery is crucial. This work contributes to the ongoing dialogue on the future of chemistry education, offering insights into how AI can be integrated into the experimental philosophy to maximize its benefits while preserving the essential aspects of scientific reasoning and discovery. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 09267220 |
| DOI: | 10.1007/s11191-025-00667-8 |
