Comparison of the Perception of Elementary School Students and Science Gifted Students on the Use of Artificial Intelligence in Science Subjects

The purpose of this study is to investigate and analyze the perceptions of elementary school general students and science gifted students on the use of artificial intelligence in science subjects. An online survey was conducted on 31 elementary science gifted students from the Gifted Education Center of Metropolitan City A and 50 general elementary students from Special City B. The survey investigated the understanding of AI, changes in AI and science classes, and the perception of AI and the cultivation of scientific capabilities. The collected data were analyzed for differences in perception by group using an independent sample t-test. The results of the analysis showed that science gifted students had a statistically significantly higher understanding of AI than general students, and they also recognized the greater influence of AI on career decisions. In terms of perception of science classes, there was a significant difference between the two groups, especially in the influence of AI on interest in science classes. In terms of scientific capabilities, both groups showed positive perceptions that AI would help improve scientific thinking, scientific communication, scientific participation, and lifelong learning abilities. In general, science gifted students had a higher level of understanding of AI and a more positive attitude toward the use of AI in science classes than general students. In addition, the high level of interest and positive perception of AI led to expectations for the use of AI in science classes and the cultivation of scientific capabilities through it. Based on this analysis, this study suggested the need for differentiated educational content and methods according to the characteristics, level, and interest of learners when linking and integrating AI into science subjects.