Investigating Middle School Students Question-Asking and Answer-Evaluation Skills When Using ChatGPT for Science Investigation

This paper evaluates 63 middle school students (ages 14-15) using ChatGPT for science investigation tasks, analyzing their question-asking skills, answer-evaluation abilities, and learning outcomes. The study finds students over-relied on ChatGPT, struggled with effective questioning and critical evaluation, and achieved only moderate learning gains despite unrestricted AI access.

Generative AI (GenAI) tools such as ChatGPT allow users, including school students without prior AI expertise, to explore and address a wide range of tasks. Surveys show that most students aged eleven and older already use these tools for school-related activities. However, little is known about how they actually use GenAI and how it impacts their learning. This study addresses this gap by examining middle school students ability to ask effective questions and critically evaluate ChatGPT respons

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