Artificial Intelligence Usage, Reflective Thinking and Knowledge Construction Among Undergraduate Science Education Students

This study examined the relationship between artificial intelligence (AI) usage, reflective thinking, and knowledge construction among undergraduate science education students at Federal University Gusau, Zamfara State, Nigeria. A correlational survey design was adopted, involving 299 students from Biology, Chemistry, Mathematics, and Physics Education programmes. Data were collected using a structured questionnaire measuring AI usage, reflective thinking, and knowledge construction. Mean and standard deviation were used to answer the research questions, while Pearson Product-Moment Correlation was used to test the null hypotheses at the 0.05 significance level. The findings indicated high levels of AI usage, reflective thinking, and knowledge construction among the respondents. AI usage was positively and significantly related to both reflective thinking and knowledge construction. The study concludes that AI can serve as a useful cognitive support for undergraduate science education students when used actively and critically. However, the correlational design does not permit causal conclusions. The study recommends guided AI use that emphasizes verification of information, evaluation of evidence, comparison of explanations, and integration of AI-generated information with prior knowledge.