Use of Artificial Intelligence in the Teaching of Natural Sciences in Upper Secondary Education
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Abstract
The integration of artificial intelligence (AI) into Natural Sciences education at the General Basic level offers an innovative alternative to longstanding challenges such as low student motivation and difficulties in grasping complex phenomena. This study aimed to design and validate a didactic proposal based on AI to foster personalized, interactive, and context-sensitive learning. A mixed-methods approach was employed, incorporating interviews, focus groups, and questionnaires administered to teachers and students at an educational institution in El Empalme, Ecuador. Qualitative findings revealed positive perceptions of AI, emphasizing its potential to enhance classroom engagement and support the understanding of abstract concepts. Quantitative data indicated a high level of interest in the subject and receptiveness toward intelligent technologies, although students demonstrated moderate familiarity with autonomous use of digital tools. The resulting proposal, comprising simulators, virtual labs, chatbots, and adaptive interactive resources, was validated by expert judgment and achieved high ratings in clarity, relevance, and pedagogical value. The study concludes that, when ethically and contextually implemented, AI can serve as a strategic ally in transforming science education, provided that teacher training and adequate infrastructure are ensured.
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Selena Yulieth Piza-Yépez, Universidad Bolivariana del Ecuador
https://orcid.org/0009-0003-6692-963X
Selena Yulieth Piza Yépez holds a Bachelor’s degree in Communication from the State University of Milagro. She currently works as a Basic Education teacher with experience in the areas of Social Studies, Natural Sciences, and Language and Literature. Her teaching practice is distinguished by the use of active methodologies and digital resources aimed at meaningful learning. She is pursuing a Master’s degree in Basic Education at the Bolivarian University of Ecuador, where she conducts research focused on the integration of technology and Artificial Intelligence in the teaching-learning process. Her academic interests include teacher competence development and pedagogical innovation to improve educational quality within the Ecuadorian context.
Katherine Stefany Moya-García, Universidad Bolivariana del Ecuador
Katherine Stefany Moya García is a Clinical Laboratory Science graduate with a solid background and eight years of experience in the teaching field. Her passion for education and the holistic development of her students has driven her to continuously strengthen her pedagogical knowledge. She is currently pursuing a Master’s Degree in Basic Education at the Universidad Bolivariana del Ecuador (UBE), with the goal of innovating her educational practices and contributing to the improvement of teaching quality in the country.
Marco Antonio Espín-Landázuri, Universidad Bolivariana del Ecuador
https://orcid.org/0009-0006-8793-9943
International University Master of the teaching staff with a specialty in Biology, Chemistry, Geology and Natural Sciences at the Complutense University of Madrid Spain. Graduate in Educational Sciences with a specialty in Chemistry and Biology at the Central University of Ecuador, expert in didactics of Natural Sciences, Biology and Chemistry. Research professor at the Bolivarian University of Ecuador, with extensive experience in writing Scientific Articles and theses for master's degrees. Doctoral Candidate at the International Study Center University for educational quality and scientific quality in Toluca – Mexico. Technologist in Visual Communication at the Autonomous University of Quito.
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