نوع مقاله : مقاله پژوهشی
نویسندگان
1 گروه آموزش علوم تربیتی، دانشگاه فرهنگیان، تهران، ایران
2 گروه زیستشناسی، دانشکده علوم پایه، دانشگاه لرستان، خرمآباد، ایران.
چکیده
کلیدواژهها
عنوان مقاله [English]
نویسندگان [English]
Over the past decade, the advent of generative artificial intelligence, particularly Large Language Models (LLMs) such as ChatGPT, has precipitated profound transformations across diverse domains, including education. By offering prospects such as personalized learning, the alleviation of educators' workloads, and streamlined access to information, this technology has garnered significant attention from science education specialists, notably within the field of biology. The central research problem addresses how artificial intelligence can simultaneously function as a powerful instructional aid and a potential source of scientific and ethical risks. The objectives of this library-based review study are threefold: to identify and analyze the scientific challenges arising from the integration of artificial intelligence in biology education; to examine the ethical implications associated with this technology; and ultimately, to propose strategies for managing these challenges, with a particular emphasis on the transformation of the teacher's role. Findings indicate that, from a scientific perspective, the unreliability of generated content (hallucination), limitations in designing inquiry-based activities, and the dual impact on learning patterns—reinforcing surface learning versus redefining critical thinking—constitute major concerns. Ethically, algorithmic biases (cultural and historical), student data privacy concerns, and ambiguities regarding copyright and authorship represent key challenges. Among these issues, the teacher's role has shifted from being a "source of knowledge" to an "intelligent learning facilitator." This paper argues that successful integration of artificial intelligence requires developing AI literacy among teachers and students, establishing clear security and ethical policies by educational institutions, and prioritizing empirical research within the biological sciences domain. Without such measures, artificial intelligence may weaken—rather than strengthen—the scientific and ethical standards of education. The findings of this study emphasize that the future of biology education hinges not on a human-machine dichotomy, but rather on their "ethical synergy." Policymaking bodies, particularly within teacher education systems, must develop indigenous pedagogical and ethical frameworks to foster a generation of educators capable of harnessing the potential of artificial intelligence without succumbing to the pitfalls of superficiality and bias. It is only through such a human-centric and inquiry-based approach that artificial intelligence can transcend its function as a mere informational tool, evolving into a catalyst for enhancing critical thinking, scientific creativity, and a deeper appreciation of the wonders of life within biology classrooms.
کلیدواژهها [English]
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