SEMI-STRUCTURED INTERVIEW GUIDE
Title of the Study:
NAVIGATING GENERATIVE ARTIFICIAL INTELLIGENCE IN SCIENCE
EDUCATION: LIVED EXPERIENCES OF SCIENCE TEACHERS AND STUDENTS
Purpose of the Interview
This interview aims to explore the lived experiences of Science teachers and
students in using Generative Artificial Intelligence (GenAI) in Science education. The
questions focus on participants’ actual experiences, the opportunities and challenges
they encountered, and the meanings and insights they derived from those experiences.
Participants will be encouraged to provide specific examples and describe
significant experiences in their own words.
Research Question Main Questions
RQ1. What are the lived 1. Can you describe your experience using Generative AI
experiences of Science teachers when learning Science?
and students in using Generative
Artificial Intelligence in Science 2. Can you share a specific experience with Generative AI
education? that was particularly meaningful to you as a Science
student?
3. How did you first begin using or exploring Generative AI
for learning Science?
RQ2. What opportunities and 1. What benefits or opportunities have you experienced
challenges do Science teachers from using Generative AI when learning Science?
and students experience in using
Generative Artificial Intelligence 2. What difficulties or challenges have you experienced
for teaching and learning? when using Generative AI for learning Science?
3. Can you describe an experience when Generative AI did
not work as you expected?
4. How do you decide whether information generated by AI
is accurate or reliable?
5. What experiences, if any, have you had regarding
responsible use, academic honesty, or becoming too
dependent on Generative AI?
RQ3. What meanings and insights 1. Looking back at your experiences, what does using
do Science teachers and students Generative AI mean to you as a Science student?
derive from their experiences in
navigating Generative Artificial 2. How have your experiences with Generative AI
Intelligence in Science education? influenced the way you think about learning Science?
3. What have you learned from your experiences with
Generative AI?
4. What do you think Science students need to know or
develop in order to use Generative AI meaningfully and
responsibly?
5. Based on your experiences, what role do you think
Generative AI should have in Science learning?
Closing Question Is there anything else about your experience with
Generative AI in learning Science that you believe is
important for me to understand?
D. Interviewer’s Closing Statement
Thank you for sharing your experiences and insights. Your responses will be
treated confidentially and will be used only for the purposes of this research. Your
experiences are valuable in helping the researcher understand how Generative Artificial
Intelligence is being experienced and navigated in Science education.
1. My experience in GenAI when learning science is related to the idea of using
it only to explain concepts especially in doing tasks that require large amounts
of effort especially if we’re talking about reports and presenting a topic or
work.
2. When I was dealing with a complex concept in physics and I was too stressed
or too lazy to watch a video or read articles about it. I forgot what topic it was
but that was the first time I used AI to learn.
3. By, again, using it to explain a concept especially for reports and
presentations and the like.
1. I guess it’s for easier and simple learning concepts especially since you can
suggest a way for you to understand.
2. These days AI’s have limitations such as how many conversations it can hold,
how many files are you able to transfer, and the amount of things it can
generate, leaving you to wait for a certain amount of time.
3. During our practical research 1, we utilized AI as our teacher instructed. I only
used one conversation so all responses that it would generate would be
coherent and cohesive. Since, we sent files there, a limitation or only a certain
number of questions can be asked.
4. By actually reading it. This has been my habit ever since I learned about AI
and started using it. I double-check it every single time by referencing it to
firsthand sources and doing research.
5. None are really ‘my’ experiences but it is very common to hear in children
especially those in my age bracket to “just use AI” whenever faced with a task
from school. Even simple essays and questions, they ask AI. When doing
photo related tasks they use AI. I’m not saying it’s an unethical and non-
academic, it just disappointedly looks like they are highly and way too
dependent even in simple tasks.
1. As a tool, nothing more.
2. By thinking more rationally and logically.
3. Too much is destructive but as advancements come, AI is an inevitable
bubble that is just waiting to pop. Moderate use and having intentionality with
purpose is good.
4. Use it wisely. Not everything should be ‘AI-ed’. We should think for ourselves
and only utilize it as a tool for us to use when we need something for
something with a purpose for the greater good.
5. Again, as a tool to assist students in learning science.
6. No, I don’t think so