Examining the use of ecology-related socio-scientific issue debate class using generative AI to improve middle school students’ science and AI literacy

Applying Generative artificial intelligence (GenAI) in educational environments is an emerging area of interest. GenAI can support students in data analysis and logical writing in socio-scientific issue (SSI) debate classes. However, research on the use of GenAI in biological education is limited. This study explored the implementation of GenAI in ecology-related SSI debate classes in a middle school context, examining its impact on students’ science and AI literacy. The study employed an explanatory sequential design and involved 80 first-year middle school students aged 12–13. Scientific knowledge, attitudes towards science, and cognitive and attitudinal aspects of AI literacy were explored to verify the program’s effect. The findings indicated significant improvements in students’ science and AI literacy as well as partial but notable effects on their attitudes towards science. Students acknowledged GenAI’s role in facilitating effective participation in debates, aiding in the evaluation and selection of evidence and sentences, and fostering shifts in their scientific concepts. Challenges were encountered during the prompt-generation process, highlighting the need for further educational support. This study underscores the potential for the innovative integration of GenAI into science education to enhance learning outcomes, advocating for future research on how to improve students’ learning experiences.