Enhancing scientific inquiry: Using AI to promote critical thinking and creativity in secondary school biology education
DOI:
https://doi.org/10.20961/asam7y29Keywords:
Artificial intelligence, Bloom’s taxonomy, Creativity, Critical thinking, Inquiry-based learning, Secondary school biologyAbstract
This systematic literature review examines the role of artificial intelligence (AI) in enhancing critical thinking and creativity within secondary school biology education, emphasizing the integration of inquiry-based learning (IBL) and Bloom’s Taxonomy. A total of 48 peer-reviewed articles published between 2015 and 2025 were analyzed using the PRISMA framework. The review addressed four key objectives: (1) to identify effective applications of AI tools in supporting IBL; (2) to evaluate the impact of AI on students’ critical thinking; (3) to explore the role of AI-enhanced instruction in fostering creativity; and (4) to investigate the combined influence of Bloom’s Taxonomy, IBL, and AI integration on student engagement and learning outcomes. Findings indicate that AI technologies such as adaptive learning systems, virtual laboratories, and intelligent tutoring platforms significantly promote higher-order thinking by enabling personalized feedback, hypothesis testing, and iterative experimentation. When aligned with Bloom’s cognitive hierarchy, AI-supported IBL substantially improves students’ analytical and creative problem-solving skills. The review concludes that AI integration serves as a reinforcing pedagogical mechanism, where dynamic questioning and adaptive feedback loops elevate student engagement and achievement. Recommendations include targeted teacher training in AI pedagogy, investment in educational infrastructure, and the development of ethical guidelines for AI use in classrooms. These findings underscore the transformative potential of AI, when strategically combined with IBL and Bloom’s Taxonomy, to revolutionize biology education in secondary schools.
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