Artificial intelligence-supported science education: a qualitative study on pre-service teachers’ scientific reasoning experiences

This study explores how a generative artificial intelligence (GenAI)-supported learning experience influences the scientific reasoning processes of pre-service teachers. Fourteen participants enrolled in a primary school teacher education programme engaged in a science activity supported by GenAI tools. Data were collected through written outputs, reflective essays, and semi-structured interviews. The analysis revealed that prior to GenAI interaction, participants tended to rely on existing scientific knowledge when making predictions. However, after interacting with GenAI, participants evaluated GenAI not only as a means of acquiring information but also as a tool that encouraged them to test and question their hypotheses. Moreover, several participants expressed interest in the potential role of GenAI in educational contexts. These findings suggest that GenAI-supported environments may offer opportunities to engage pre-service teachers in reflective and inquiry-based reasoning processes.