GenAI-Supported Flipped Learning in Preservice Chemistry Teacher Education: Lesson-Design Performance, Learning Attitude, Self-Regulated Learning, and Critical Thinking Awareness.

Jun Zhang, Xinyue Deng, Tong Wu, Kai Wang

Abstract read

In one paragraph

Article in Behavioral sciences (Basel, Switzerland), 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

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5 · Who and what money

Authors and funding

4 authors.

Jun ZhangCollege of Teacher Education, Southwest University, Chongqing 400715, China.

Xinyue DengCollege of Teacher Education, Southwest University, Chongqing 400715, China.

Tong WuCenter for Teacher Education Research, Beijing Normal University, Beijing 100875, China.

Kai WangCenter for Teacher Education Research, Beijing Normal University, Beijing 100875, China.

Funding

National Education Planning General Project (China) BMA230241

6 · The paper itself

Abstract

This quasi-experimental study compared GenAI-supported flipped learning (AI-FL) with reading-based flipped learning (R-FL) in an 11-week preservice chemistry course. Two intact classes completed the same topics and identical in-class activities, differing only in pre-class preparation through guided GenAI-based interactive learning or assigned readings. The study examined lesson-design performance, learning attitude, self-regulated learning, and critical thinking awareness. After controlling for pretest scores, the reading-based flipped learning group showed stronger lesson-design performance, whereas the GenAI-supported group reported more positive learning attitudes. No significant group differences were observed for self-regulated learning or critical thinking awareness. These findings suggest that, in this course context, GenAI-supported pre-class learning may enhance learners' attitudes but does not necessarily improve rubric-aligned lesson-design performance compared with reading-based preparation.

Indexed as

critical thinking awarenessflipped learninggenerative artificial intelligencelearning attitudelesson-design performancepreservice chemistry teachersself-regulated learning

Identifiers

PMID42073878

DOI10.3390/bs16040514

PMCPMC13113749

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.