AI-Supported Assessment of Children's Scientific Process Skills in Exploring Liquid Buoyancy

This study examines the process through which preschool teachers utilize an AI-supported digital interface to assess children's scientific process skills within the scope of early childhood science education, employing a Design-Based Research (DBR) approach.The AI-supported system enabled teachers to systematically record classroom observations, generate automated reports, and receive individualized activity recommendations. The study was conducted with three preschool teachers and fourteen children aged 4–5 years in their respective classrooms. Following science activities implemented by the teachers, observation data were entered into the system, and qualitative data regarding the usability and functionality of the program were collected. In conclusion, the developed digital interface emerges as an innovative, practical, and supportive tool for assessment processes in early childhood education.