From Skepticism to Innovation in 5E-Asy Steps: Harnessing ChatGPT for 5E Science Lesson Planning

Franklin S. Allaire; John L. Pecore; Ramya Sivaraj

doi:10.1080/0047231X.2026.2650312

Teacher candidates (TCs) at three institutions used ChatGPT to support the design of inquiry-based science lessons through the 5E instructional model (Engage, Explore, Explain, Elaborate, Evaluate). The activity, which was implemented across three teacher preparation programs, introduced TCs to the pedagogical potential of generative AI while emphasizing critical evaluation, ethical use, and alignment with science education standards. Pre/post survey data revealed higher reported AI familiarity, comfort, and perceived usefulness in lesson planning. Qualitative responses highlighted a shift from initial skepticism to a more confident, reflective use of AI as a brainstorming and structuring tool. The activity helped TCs develop AI literacy and better understand how ChatGPT could serve as a cognitive partner in instructional design without replacing teacher expertise. Drawing on both literature and classroom experience, best practices for effective prompting, iterative refinement, and credibility checks are presented. Common pitfalls such as over-reliance on AI, ethical concerns, and information overload are examined. Student voices and practical examples illustrate the affordances and limitations of using ChatGPT in science teacher education. Ultimately, AI is positioned not as a shortcut but as a scaffold to deepen reflective practice and supports the creation of engaging, inquiry-driven science instruction.