Teaching Science with Chatbots: Enhancing Concepts and Passion in Middle School Students

Abstract

This research aimed to examine the effect of chatbots in science instruction to promote developing scientific concepts and scientific passion for third intermediate grade students. The study used experimental research, which involved a quasi-experimental design with two groups experimental or control with pre- and post-measurements. Purposive sampling was used from Educational Complex in Qibah supervised by the Qassim Education Department, where two classes were selected from the third intermediate grade, totaling (50) students. One class consisted of (25) students in the experimental condition with chatbots instruction, and the other class (25) was assigned to control condition receiving traditional instruction. Research tools were used to measure scientific concepts and science passion by using a Scientific Concepts Test and a Science Passion Scale. Data were analyzed using paired sample and independent sample t tests, which showed significant improvements in scientific concepts and scientific passion among students taught with chatbots. Results indicated significant effectiveness of chatbots in science instruction on improving both scientific concepts and scientific passion for the third intermediate grade students. The study recommended that science education programs use chatbots or digital applications in science education to enhance students’ scientific engagement, spark scientific passion, and increase students’ understanding of scientific concepts.