Identifying the Dimensions and Components of Essential Content Knowledge for Science Teachers Based on Artificial Intelligence Developments

Bahari Big Baghlou, Hossein; Assare, Alireza; Ghaderi, Mostafa; Imamjome, Mohammadreza; Emadi, Seyed Rasoul

doi:10.22034/jei.2025.532188.3237

Identifying the Dimensions and Components of Essential Content Knowledge for Science Teachers Based on Artificial Intelligence Developments

Articles in Press

Document Type : Original Article

Authors

Hossein Bahari Big Baghlou ¹

Alireza Assare ²

Mostafa Ghaderi ³

Mohammadreza Imamjome ⁴

Seyed Rasoul Emadi ⁴

¹ PhD Student in Curriculum, Shahid Rajaee Teacher Training University, Faculty of Humanities, Tehran, Iran

² Professor of Curriculum Studies, Faculty of Psychology and Educational Sciences, Shahid Rajaee Teacher Training University, Tehran, Iran

³ Associate Professor of Curriculum Studies, Faculty of Psychology and Educational Sciences, Allameh Tabatabaei University, Tehran, Iran

⁴ Associate Professor of Curriculum Studies, Faculty of Psychology and Educational Sciences, Shahid Rajaee Teacher Training University, Tehran, Iran

10.22034/jei.2025.532188.3237

Abstract

The present study aims to identify the dimensions and components of the essential content knowledge required for science teachers based on Artificial Intelligence (AI) advancements. This qualitative research was conducted using the meta-synthesis method, following the seven-step approach established by Sandelowski and Barroso. The statistical population comprised all Persian and English books and articles published between 2015 and 2025 in the field of science education utilizing AI tools. Through purposive sampling and applying specific inclusion criteria, a final sample of 50 articles was selected. The selected articles were analyzed using open, axial, and selective coding techniques facilitated by the MAXQDA software. The findings indicate that constructivist, socio-cultural, cognitive, and behaviorist theories underpin the foundations and applications of AI in science education. Furthermore, the essential content knowledge dimensions and components for elementary school science teachers, based on AI developments, encompass 3 main dimensions (Content Knowledge, Pedagogical Content Knowledge, and Technological Knowledge), 12 organizing components, 8 AI-based teaching techniques, and 129 identified codes. According to the conceptual model derived from the research findings (AI-TPACK), the essential knowledge components for elementary science teachers with an AI approach involve the integration of content knowledge, pedagogical content knowledge, and technological knowledge. These include: AI technical knowledge, AI content/technological knowledge, AI pedagogical /technological knowledge, AI pedagogical/content/technological knowledge, and contextual technology knowledge. Additionally, eight components were identified as AI-based science teaching techniques.

Keywords

Content Knowledge

Essential Knowledge

Science Teachers

Artificial Intelligence

Subjects

Information and communication technologies in education

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