DESIGN AND DEVELOPMENT OF A DIGITAL LEARNING ENVIRONMENT INTEGRATING ARTIFICIAL INTELLIGENCE TO PROMOTE SCIENTIFIC LITERACY AMONG GRADE 10 STUDENTS IN BIOLOGY: PHASE 1 - THEORETICAL ANALYSIS AND FRAMWORK DESIGN

Abstract

The first phase of this research aimed to analyze and synthesize a conceptual framework for developing a digital learning environment that integrates artificial intelligence to promote scientific literacy among Grade 10 students in Biology. The study was conducted within a Developmental Research framework, specifically Product Research (Type I), based on the model proposed by Richey and Klein (2007). The analysis encompassed five foundational theoretical domains: learning context, scientific literacy, technology, pedagogy, and learning theories — including Piaget's and Vygotsky's constructivist perspectives and cognitive information processing theory — alongside established learning environment models: CLEs, OLEs, SOI, and SLE. The findings yielded a design framework comprising six core components: 1) problem situations, 2) learning resources, 3) knowledge-sharing centers, 4) cognitive tools, 5) scaffolding, and 6) coaching. Artificial intelligence was integrated into the scaffolding component to provide personalized guidance, facilitate scientific reasoning, and stimulate scientific literacy appropriate to each individual learner. The AI-driven scaffolding also enables continuous monitoring of learning progress and adaptive adjustment of support levels. The resulting conceptual framework demonstrates theoretical validity and alignment with learners' contextual needs, serving as a critical foundation for the development of a digital learning environment prototype in the subsequent phase.

Keywords: Learning Environment, Constructivism, Science Literacy