The impact of artificial intelligence on chemistry and biology education for high school students

The growing influence of artificial intelligence models on education has become a critical area of scholarly inquiry. Large language models are currently exerting measurable effects not only within educational systems but across nearly every facet of modern society. This study aims to evaluate the integration of generative artificial intelligence technologies into high school science education, especially through applications in chemistry and biology courses. It examines how advanced language models can be used in teaching processes as well as the impact of these tools on students' comprehension levels and the potential contributions they offer to teachers. The research has been conducted in different types of high schools to ensure that students with different skills are measured with both qualitative and quantitative methods. While the results of the survey conducted with students revealed that artificial intelligence tools were generally found to be "partially sufficient", it was observed that the intention to reuse these tools varied according to the type of school. The findings show that generative artificial intelligence technologies offer important opportunities for teaching at the high school level. We hope that this study serves as a foundation for future research exploring the application of large language models in educational settings. By offering empirical insights and practical implications, our aim is to inform and guide subsequent investigations into how these technologies can be effectively integrated into teaching and learning environments.