Artificial Intelligence in chemistry teaching: perceptions of high school students in public schools of Paraíba

Abstract

This article aims to analyze the impact of using Artificial Intelligence (AI) tools in Science education, with emphasis on Chemistry, in Brazilian public schools from the students' perspective. The research is qualitative and exploratory in nature and is based on a case study conducted with 83 high school students from the state public education system in Paraíba. Data were collected through a semi-structured questionnaire composed of closed and open-ended questions, analyzed using descriptive statistics and content analysis. The results indicate that students have a predominantly positive perception of AI use, highlighting its potential to facilitate access to information, promote autonomy, and personalize learning. Resources such as games, simulations, and visualizations are seen as tools that make lessons more interactive and engaging. However, students also expressed concerns about the reliability of AI-generated information, the lack of guidance for its use, and the need for teacher training to integrate it into the teaching process. It is important to note that students do not see AI as a replacement for teachers, but rather as a complementary resource that must be critically mediated. Participants’ suggestions emphasize the importance of public policies that ensure technological infrastructure, ongoing teacher training, and pedagogical approaches that promote the conscious and reflective use of these technologies. In conclusion, AI holds significant potential to enhance Science teaching, especially by supporting student-centered and active methodologies. However, its effective integration into the school environment requires pedagogical planning, institutional support, and teacher mediation to ensure an ethical, critical, and inclusive application of technological innovations in education.